체육 교사 학습 공동체 문헌 분석

Parker, M., Patton, K., Gonçalves, L., Luguetti, C., & Lee, O. (2022). Learning communities and physical education professional development: A scoping review. European Physical Education Review, 28(2), 500-518. https://doi.org/10.1177/1356336X211055584

Scoping review로 체육 학습공동체(Leaning Communities; LCs) 관련 1990~2020년에 발표된 18개 나라 95개의 연구를 기술 분석, 주제 분석함.

주제 분석의 내용을 통해 교사 공동체 연구가 어떤식으로 이루어졌는지 파악할 수 있으며 어떤 것이 추가로 필요한지 알 수 있음. 한국에서 많이 연구된 주제들이 국제적으로 활용되기 위해서는 이런 리뷰 연구에 한국 주제가 포함 될 수 있도록 신경쓰는 것이 중요하겠다.

보충 자료로 review papers charting을 올려뒀고 이거만도 볼 만 함.

주제분석
1) Facilitation
    (a) the process of facilitation
    (b) the context of facilitation
    (c) facilitator learning
2) the process of community development
   (a) their formation from a participant perspective
   (b) active engagement in day-to-day operations
   (c) the development of a sense of community and commitment.
3) the focus of the group
   (a) curriculum development
   (b) the learning of models-based practice
   (c) a generic CPD framework for overall professional learning and development.
4) the product(s)
    (a) teacher learning
    (b) teachers’ affective characteristics
    (c) culture of trust, respect and support
    (d) student learning outcomes.

이후 밝혀야 할 것들
1) 지속되는 환경에서 어떻게 진행되는가? (sustained nature over time)
2) 교사의 학습공동체 참여가 실질적인 학생 학습에 어떻게 영향을 주는가?
3) COP와 LC를 혼합적으로 사용하고 있음.
4) 이론적으로 잘 정리가 안되고, 커뮤니티의 발달 과정이 설명이 안되거나, 어떻게 커뮤니티 연구가 COP나 LC의 특징에 부합하는지 제시하지 않음.
5) 이론적 프레임워크에 맞춰서 연구 진행되어야 함.

Abstract
Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies were found. A descriptive analysis revealed teachers as the focus in 75% of the studies; fewer studies focused on initial teacher education students, teacher educators, and facilitators. The largely qualitative studies reflected an international database (18 countries; four multinational studies) with South Korea, the US, and England dominating the literature. Four features spotlight thematic findings: (a) facilitation, (b) the process of community development, (c) the focus of the group and (d) the product(s) of the group. Learning communities as a CPD approach in physical education appear to be effective in a variety of ways. Little evidence, however, exists regarding their sustained nature over time, or how teacher engagement in LCs may result in substantive student learning. Contributing to the scattered nature of literature to date was the interchangeable use of communities of practice (CoP) and other forms of LCs. Often communities were not theoretically aligned, the development process of communities not explained, nor evidence provided as to how the community studied contained the qualifying features of a CoP or LCs. Future research, therefore, should detail the nature of community and fidelity to the theoretical framework.

문헌 분석 내용 _ 아래 파일에 있는 내용 캡처

sj-docx-1-epe-10.1177_1356336X211055584.docx

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