체육교육 대학원생의 성찰을 통한 학습자 정체성 형성과 성장 경험에 대한 질적 연구

초록

This study examined nineteen free-narrative reflective essays written by physical education graduate students and was aimed at explaining how learner identity formation and growth experiences emerged through reflection. Data were anonymized course assignments and were analyzed via conventional qualitative content analysis. First, expansion of perceptions of PE classes was identified, in which PE was reconceptualized as an integrative arena with clearer goal, assessment, and alignment. Second, exploration of teacher identity was observed, where teacher ideals, educational philosophy, and student views were articulated and iteratively reconstructed. Third, growth of practical competence was evident as lesson design and self efficacy were strengthened through a plan, enact, feedback, and revise loop. Finally, collaborative reflection and interaction were noted, wherein faculty and peer feedback and learning communities were functioning as emotional and instructional supports. Reflective writing was found to trigger experience restructuring, strategy adjustment, and improvement in enactment, thereby promoting whole-person lesson design and evidence informed practice. Implications were offered for institutionalizing reflection routines, connecting with professional learning communities, and structuring reflective writing and feedback within course assessment.

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