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Trend Analysis of Sport Pedagogy Sub-Domain in Secondary Teacher Certification Examination

체육 중등교사 임용시험의 교과교육학 하위영역에 대한 출제경향 분석

  • Cho, Ki-Bum (Division of Sport Science, Hanyang University) ;
  • kim, Seung-Yong (Major in Physical Education, Graduate School of Education, Kyonggi University)
  • 조기범 (한양대학교 스포츠과학부) ;
  • 김승용 (경기대학교 교육대학원 체육교육전공)
  • Received : 2021.02.04
  • Accepted : 2021.04.20
  • Published : 2021.04.28

Abstract

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

본 연구는 객관식 문항이 폐지된 이후인 2014년부터 2020년까지 7년간 체육 중등교사 임용시험의 교과교육학 문항을 한국교육과정평가원에서 제시한 평가내용요소를 근거로 분석하였다. 연구결과로 교과교육학 문항은 7년간 48문항이 출제되었으며, 83개의 하위질문이 발견되었다. 시사점으로는 첫째, 하위질문 개수의 빈도가 높아지면서 통합형 문제가 출제되고 있다. 둘째, 출제 문항 영역의 심각한 불균형 문제가 드러났다. 셋째, 체육교수학습 및 평가, 체육교육과정 영역에 지나친 출제 의존도를 보이고 있었다. 넷째, 교과내용학과 중복되는 평가 영역이 존재함에 따라 혼란이 가중되었다. 그러므로 한국교육과정평가원의 기존 평가 영역별 분류표를 기반으로 평가 내용 요소에 대한 정의가 명확하게 내려져야 하며 신뢰로운 교사시험을 위해 특정 학자와 이론에 의존에서 벗어나 학교현장에서 도움이 될 수 있는 문항들이 개발될 필요가 있다.

Keywords

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