A Self-Study on Physical Education Teaching Experiences of Pre-service Special Education Teachers

Abstract

Objectives The purpose of this study was to explore the concrete reality of the agony, reflective deliberation, and growth of the educational phenomena manifested in the physical education teaching experience of pre-service special education teachers. Methods For this purpose, self-research method was used to collect data through self-reflection paper, curricu-lum organization, curriculum reconstruction, lecture plan, and CQI, which recorded the contents of all the educa-tional experiences and phenomena in the physical education class, the process and results of the physical educa-tion class, the relationship with the fellow professors, the process and results of forming the learning community, the interaction with the students in the class, .,The collected data were analyzed using the area analysis and clas-sification analysis proposed by Spradley (1979). Results It was categorized into ‘the difference between reality and educational belief’ and ‘cognitive bias’ as the story of worries in the course management process, and ‘the formation of learning community’ and ‘experience network’ as the story of reflective deliberation process. In addition, it was categorized into ‘reconceptualization of physical education class’ and ‘variation of physical education class’ as a growth story through the worries of course management. Conclusions The researcher's agony in the dilemma situation could be reborn as an educational expert through the field of reflective deliberation, consilience, and practical experience as a producer of knowledge.,The process of communication in reflective deliberation and practical experience was an essential process in the teacher educa-tion curriculum, and its meaning and value were great in that it could form an integrated learning culture.