디지털·AI 시대 체육교사 전문성에 대한 예비체육교사 인식 탐색

초록

This study was conducted to explore pre-service physical education teachers’ perceptions of teacher professionalism in the digital and AI era. Data were collected from 21 open-ended questionnaire responses and 6 semi-structured in-depth interviews and were analyzed through repeated reading, open coding, and categorization. The findings indicated that the participants understood the use of AI not simply as the adoption of new technology, but as a pedagogical task that needed to be justified and regulated in light of the essential nature of physical education, including embodied experience, activity time, safety, and relationships. The professionalism of physical education teachers in the digital and AI era was perceived less as technological proficiency itself than as integrated practical competence involving the ability to judge the necessity and limitations of technology within instructional contexts, ensure students’ participation and the quality of physical activity, and sustain educational relationships. AI was also perceived not as a means of replacing physical education classes, but as a supplementary tool to be used only insofar as it did not undermine the educational value of physical education. These findings suggested that teacher professionalism in the digital and AI era needed to be reconceptualized around an understanding of the essence of physical education, pedagogical judgment, ethical reflection, and context-sensitive practical competence. This study therefore suggested that future physical education teacher education should move beyond strengthening technological competence alone and instead foster critical reflection on both the essence of physical education and the pedagogical justification for the use of AI.

키워드