중학교 초임 체육교사의 교직 사회화 경험의 과정

초록

The purpose of this study was to explore how beginning middle school physical education (PE) teachers adapt to the teaching profession through the socialization process. Using a narrative inquiry approach, the actual experiences of four novice middle school PE teachers with less than five years of teaching experience were examined. Data were collected through semi-structured in-depth interviews aligned with each stage of socialization and analyzed by combining Lawson’s (1983) three-stage socialization model with inductive thematic analysis. The findings indicate that during the anticipatory socialization stage, novice PE teachers formed their teacher identity through positive experiences in physical activities from early childhood, support from family and peers, and encounters with passionate PE teachers. In the professional socialization stage, they connected theory and practice through their university major, teaching practicums, and preparation for certification exams, although short practicum periods and theory-centered education limited practical competency development. In the organizational socialization stage, they faced challenges in lesson management, student guidance, and administrative duties but adapted through collaboration with colleagues and mentoring from senior teachers. Through repeated experiences and emotional connections with students, they gained autonomy and confidence, reaffirming their meaning as teachers. The study also confirmed the importance of self-directed professional development and emotional recovery strategies throughout this process.

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