체육 계열 전문대 졸업생의 편입 경험 연구

초록

This study aimed to explore and elucidate the academic, psychological, and social meanings embedded in the transfer experiences of physical education college graduates who entered four-year universities. Six transfer students enrolled in physical education–related departments at universities in the Seoul metropolitan area were selected through purposive sampling, and in-depth semi-structured interviews were conducted. The collected data were analyzed using Braun and Clarke's (2006) thematic analysis procedure. The results revealed four overarching themes: (1) the desire for academic growth, (2) the challenges of transfer preparation and the process of self-establishment, (3) relational adaptation and self-integration after transfer, and (4) individualized transfer burdens resulting from inadequate institutional support systems. Participants attempted to overcome the limitations of two-year college education and achieved academic and social adaptation by strengthening their own motivation despite insufficient information and the absence of institutional support. These findings suggest that the transfer experience of physical education students represents not merely an academic transition but a developmental journey involving identity reconstruction and social integration. Furthermore, the study emphasizes the necessity of establishing a systematic support structure that includes information provision, mentoring, and emotional counseling to facilitate the academic and psychological adaptation of transfer students.

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