Experience in Program Management for the Development of Physical Education Teaching Expertise of Pre-service Special Education Teachers

Objectives The purpose of this study was to specifically suggest what are the main subjects of worries and worries experienced in the process of operating a physical education teaching professionalism program, how to solve the major concerns and worries experienced in the process of performance, and what kind of educational experts grow as a teacher educator who teaches preservice special education teachers. Methods For this purpose, the self-research method was used to present educational experiences related to the development, application process, and growth of the physical education teaching professionalism program, and data were collected through self-reflection sheets and syllabuses recorded by the researchers themselves. The collected data were analyzed using the area analysis and classification analysis proposed by Spradley(1979). Results The main subjects of worry and concern about the program for the development of physical education teaching professionalism of pre-service special education teachers were the gap between belief and reality, and the coordination of program variation. In addition, after developing the physical education teaching professionalism program, it was possible to double the possibility of practicing physical education teaching professionalism in order to solve the difficulties and confusion that arise in the application process by means of ‘resignation and strategic adaptation’ and ‘compromise and compromise within identity’. In addition, as a research participant and participant, he was able to be reborn as a teacher educator called ‘reflective practitioner: insight and practical horizon expansion’, ‘customized content pedagogical knowledge expansion: dualism of immersion and learning’. Conclusions By modifying the practical behaviors revealed in the development and application of the physical education teaching professionalism program and the strategic thinking that leads to such practical behaviors, it was possible to cultivate the capacity as a practical expert to improve the overall problems of reality. In order to develop professionalism in physical education, it is necessary to have mutual interaction with common culture rather than one-sided and biased process. In order to make a real change in education, it is necessary for learners to have a willingness to practice and passion to pursue learning. In addition to such personal beliefs, it is confirmed that cooperative assistance with experts and the process of inquiry can lead to a real change pursued by education.