체육수업 일기의 텍스트마이닝 분석을 통한 수업 전문성의 구조적 특성과 변화 과정 탐색

초록

This study aims to explore the structural characteristics and change process of teaching expertise through text mining analysis of physical education class diaries. Teaching diaries written by a physical education teacher over 33 years (1989~2021) spanning 2,149 days were analyzed using frequency analysis and semantic network analysis across four periods: novice, growth, maturity, and mastery. The text mining analysis revealed that the structural characteristics of teaching expertise showed a triangular structure of ‘student↔instruction↔teacher’ that was consistently maintained over 33 years, with the betweenness centrality of ‘student’ increasing from 0.335 to 0.382, demonstrating a student-centered expertise structure unique to physical education. In terms of change process, the novice period emphasized ‘student understanding’, the growth period ‘curriculum implementation’, the maturity period ‘task-centered instruction’, and the mastery period ‘reflective practice’. Instructional environments expanded from ‘playground’ to ‘gymnasium’ to ‘online’ settings, demonstrating environmentally adaptive evolution of expertise. These findings empirically demonstrate that physical education teachers teaching expertise undergoes a sequential yet spiral change process based on a student-centered relational structure. This study suggests the necessity for staged teacher education considering structural characteristics of teaching expertise and the development of adaptive expertise for environmental changes, providing foundational data for physical education teacher education and field support.

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