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The purpose of this study is to understand physical education teachers' perception and practice on theory instruction in secondary school. I collected the reports presented by 190 teachers participating in the first grade at PE teacher training program in Kyong-gi province and in-depth interview data from 7 PE teachers. I analyzed collected materials by inductive content analysis. The results are as follow. PE teachers' perception of theory instruction in secondary school physical education(PE) emerged from both 'versus perspective' and 'integrative perspective'. PE teachers having versus perspective perceived theory instruction as instruction transmitting PE text content to students in the classroom. In otherwise, PE teachers having integrative perspective perceived the instruction un-separated into skill and theory instruction. Also, PE teachers' practice strategy on theory instruction was followed as: 'enthusiasm and trial-error', 'reflection and conflict', and 'compromise and justification'.