2022 개정 체육과 교육과정 개발 연구에 참여한 교사들의 경험적 의미

초록

The purpose of this study is to explore the experiences of teachers who participated in the 2022 revised physical education curriculum development study and to clarify the meaning of these experiences at the individual teacher level and curriculum development level. To achieve the purpose of the study, the study was designed according to the procedure of empirical phenomenological experiential research proposed by Lee Nam-in (2019). Four teachers who participated in the curriculum development study were selected as research participants, and data were collected through open-ended questionnaires and in-depth interviews. The collected data were analyzed through the processes of transcription, phenomenological reduction, interpretation of the meaning of experience, and categorization. As a result of the study, the teachers’ experiences were categorized into the process of conflict and deliberation, a place for mutual learning, and a life of expansion and growth. This has the meaning of improving curriculum literacy and identity change at the individual teacher level, and in the curriculum development level, it has the meaning of resolving the gap between the field and theory through deliberation and virtuous sharing, improving the problem of theory-centered concentration, and improving the level of curriculum development. This study suggests that it is necessary to continue to actively participate in the curriculum development process in the future. Finally, we suggested considering the composition ratio of teachers participating in the research team, improving the curriculum development system, and establishing a support system for teachers participating in the research team.

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