한국체육학회지인문사회과학편

한국체육학회 (Korean Alliance for Health: Physical Education: Recreation:and Dance)
권호 표지
DOI QR코드

DOI QR Code

일반체육교사의 통합체육지도역량이 비장애학생의 수업만족도에 미치는 영향

The Effect of Student's Class Satisfaction toward General PE Teacher's Teaching Ability in an Inclusive PE Environment

  • 투고 : 2019.03.28
  • 심사 : 2019.05.14
  • 발행 : 2019.05.31
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 체육교사의 통합체육지도역량별 통합체육수업에 참여하는 비장애학생의 수업 만족도에 대한 분석으로서 12명의 체육교사를 통합체육지도역량별로 3단계(상·중·하) 분류 후 그들의 통합체육수업에 참여하는 비장애학생 316명의 수업만족도를 분석하였으며, 연구결과는 다음과 같다. 첫째, 통합체육환경에 참여한 학생의 수업만족도의 상위요인인 교수행동만족도, 체육환경만족도, 운동능력만족도, 그리고 체육성적만족도는 p<.01 범위에서 통계적으로 유의한 정적 상관관계가 나타났다. 둘째, 학생들의 통합체육 수업만족도의 상위요인인 교수행동만족도는 교사의 통합체육지도역량별 통계적으로 유의한 차이(p<.001)가 나타났다. 셋째, 학생들의 통합체육 수업만족도의 상위요인인 체육환경만족도는 교사의 통합체육지도역량별 통계적으로 유의한 차이(p<.001)가 나타났다. 넷째, 학생들의 통합체육 수업만족도의 상위요인인 운동능력만족도는 교사의 통합체육지도역량별 통계적으로 유의한 차이(p<.001)가 나타났다. 다섯째, 학생들의 통합체육 수업만족도의 상위요인인 체육성적만족도는 교사의 통합체육지도역량별 통계적으로 유의한 차이(p<.001)가 나타났다.

The purpose of this study was to analyze the student's class satisfaction toward PE Teacher's level of teaching ability in an inclusive PE environment. Twelve PE teachers were divided 3 group (upper, middle, lower) according to the their teaching ability in an inclusive PE environment and to analyze student's class satisfaction, 316 students who learned from the 12 PE teachers in an inclusive PE environment participated in the research. The results of the study were as follows. First, there was a statistically significant positive correlation among the satisfaction of teaching behavior, PE environment, exercise ability, and PE score (P<.01). Second, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of teaching behavior. Third, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE environment. Forth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of exercise ability, Fifth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE score.

키워드

참고문헌

  1. Baghurst, T. (2014). Encouraging disability appreciation among physical education, teacher education students through practical simulation: A pilot study, Palaestra, 28 (4), 44-47.
  2. Barrett, G. T., Fiorentino, L. H., & Kowalski, E. M. (1993). Physical education teacher education (PETE): Innovation through infusion and integration. Physical Education, 50, 69-76.
  3. Beanmer, J. A., & Yun, J. (2014). Physical educators' beliefs and self-reported behaviors toward including students with autism spectrum disorder. Adapted Physical Activity Quarterly, 31, 362-376. https://doi.org/10.1123/apaq.2014-0134
  4. Block, M. E. (1999). Did we jump on the wrong bandwagon? Problems with inclusion in physical education. Palestra, 15 (3), 30-36.
  5. Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly, 24, 103-124. https://doi.org/10.1123/apaq.24.2.103
  6. Casebolt, K. M., & Hodge, S. R. (2010). High school physical education teachers' beliefs about teaching students with mild to severe disabilities. The Physical Educator, 67 (3), 140-155.
  7. Chang, J. Y., Park, I, W., & Kim, E. J. (2018). The effects of teaching method and homework feedback on students' class attitude, classroom atmosphere, class satisfaction, self-directed learning, and academic achievement. Teacher Education Research, 57 (2), 246-259. https://doi.org/10.15812/TER.57.2.201806.246
  8. Im, S. C., Yi, K. J., Lee, J. S., & Justin, Y. (2006). The blind spot of Inclusive Physical EducationI: An action research on the improvement of inclusive physical education. The Journal of Physical Education, 45 (3), 109-119.
  9. Kang, Y. S. (2013). Formation and change of inclusive physical education teacher's profession through teaching consulting. The Korean Society for The Study of Physical Education, 18 (3), 61-80.
  10. Kim, N. S. (2001). A study on the management of fully inclusive education in Korea special education. (Unpublished doctoral dissertation). Taegu University. Kyungbuk, Korea.
  11. Ko, B. H. (2018). The effect of degree of disability perception of inclusive classes general student on satisfaction of physical education. (Unpublished master's thesis). Inha University, Incheon, Korea.
  12. Korean Ministry of Education. (2019). 2018 statistic of special education. Korean Ministry of Education.
  13. Kwon, S., Hwang, Y. (1995). A preliminary study of total integration between regular and special education. Korean Journal of Special Education, 12, 87-98.
  14. Kwon, S, S. (2001). A study on the middle school students' satisfaction on PE Class according the teaching pattern. (Unpublished master's thesis). Konkuk University. Seoul, Korea.
  15. Lieberman, A., & Miller, K. E. (1990). Restructuring school: What matters and what works. Phi Delta Kappan, 7, 759-764.
  16. Lee, J. S., Kim, T. M., & Youn, S. H. (2017). A study on the effect of middle school sports club's teacher type of basketball teaching on satisfaction and sports adherence behavior. The Korean Journal of Physical education, 56 (5), 297-308. https://doi.org/10.23949/kjpe.2017.09.56.5.22
  17. Marsh, H. W., Touron, J., & Wheeler, B. (1985). Students' evaluations of university instructors: The applicability of American instruments in a Spanish setting. Teaching and Teacher Education, 1 (2), 123-138. https://doi.org/10.1016/0742-051X(85)90011-3
  18. Oh, W. S., & Kwon, T. H. (2015). Relation analysis between physical education teachers' attitudes toward inclusive physical education and instructional performance. The Journal of Special Education: Theory and Practice, 16 (4), 35-57.
  19. Park, S. S., Koh, Y. H., & Kim, C. J. (2012). Empiric case study about success factors of US inclusive physical education: Centrically Virginia State. The Korean Journal of Physical Education, 51 (4), 455-465.
  20. Ragheb, M. G., & Beard, J. G. (1980). Leisure satisfaction: Concept, theory and measurement. Springfield IL: Charles C. Thomas.
  21. Roh, H. K. (2007). The essential requirement for general physical educators to practice inclusive physical education. Journal of Adapted Physical Activity, 15 (1), 107-130.
  22. Seo, E. C., & Kim, J. S. (2018). The relationship between the disability sports awareness and prejudice considering the moderating effects of inclusive physical activity experience. The Korean Journal of Physical Education, 57 (4), 395-406. https://doi.org/10.23949/kjpe.2018.07.57.4.28
  23. Seo, Y. H. (2016). An examination of structural model among perceived teaching behaviour, locus of causality, PE class satisfaction in middle school physical education class participants. The Korean Journal of Physical Education, 55 (3), 213-223.
  24. Sherrill, C. (2004). Adapted physical activity recreation and sport: Cross disciplinary and lifespan (6th ed.). Boston, MA: McGraw-Hill.
  25. Son, Y. H. (2012). Qualitative research on inclusive education problems. The Journal of Special Children Education, 14 (2), 91-113. https://doi.org/10.21075/kacsn.2012.14.2.91
  26. Taliaferro, A. R., Hammond, L., & Wyant, K. (2015). Preservice physical educators' self-efficacy beliefs toward inclusion: The impact of coursework and practicum. Adapted Physical Activity Quarterly, 32 (1), 49-67. https://doi.org/10.1123/apaq.2013-0112
  27. Umhoefer, D. L., Vargas, T. M., & Beyer, R. (2015). Adapted physical education service approaches and the effects on the perceived efficacy beliefs of general physical education teachers. The Physical Educator, 72, 361-381.
  28. Yun, S. M. (2016). An analysis of instructor's core competencies for the successful inclusive physical education through contribution factors and the priority. The Korea Journal of Sports Science, 25 (2), 611-621.
  29. Yun, S. M., & Kim, J. H. (2016). Attitude of physical educators toward inclusive physical education: Literature review. Korean Journal of Adapted Physical Activity, 24 (3). 113-124.
  30. Yun, S. M., & Kim, T. H. (2016). The study of physical director's competency toward inclusive physical education in Korea. The Korean Journal of Sport, 14 (4), 405-414.
  31. Yun, S. M. (2011). Republic of Korean middle school general physical educator's level of empowerment in an inclusive physical education environment. (Unpublished doctoral dissertation). Texas Woman's University, Denton, USA.