축구 지도자교육 강사의 교수 전문성 구성 요소와 작동 구조: 근거이론 연구

초록

This study employed a grounded theory approach to explore the components and operational structure of teaching professionalism among football coach educators. Data were collected through open-ended questionnaires, in-depth interviews, participant observations, and document analysis, and were analyzed following the grounded theory procedures of Strauss and Corbin (1998). The findings revealed that teaching professionalism among football coach educators was organized into four categories and six core competencies. The four categories comprised content reconstruction, instructional implementation, relationship building and influence, and reflective adjustment. The six core competencies were application of theoretical knowledge, utilization of experiential knowledge, practical skill instruction, educational planning and implementation, relational and educational influence, and critical thinking and reflective practice. Furthermore, teaching professionalism was found to function as an integrated and cyclical operational structure in which content reconstruction, instructional implementation, and reflective adjustment were continuously connected, while relationship building and influence function as a relational foundation throughout the entire process. The findings suggest that teaching professionalism extends beyond simply transmitting knowledge or relying on practical experience, evolving through the continuous reconstruction, implementation, and reflection of educational practice. This study contributes to the literature by proposing a theoretical model that integrates the components and operational structure of teaching professionalism among football coach educators based on empirical data, thereby extending theoretical understanding of teaching professionalism within the context of coach education.

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