Increased reliance and huge cost in private education has been considered a serious problem in Korean education. This is especially true for prospective physical education (PE) majors who are required to achieve high scores both on the SAT and on fitness/ motor skill test as part of college entrance exams. Traditionally, high expenses in private college-preparation institutions are used to prepare for the exam. One of alternatives for reducing the cost of private education and for advocating public school education was suggested. A group of high school PE teachers developed and implemented an after-school college preparation programs in public schools. Choi (2011) found that high school students who participated in this after-school program reported considerable satisfaction with them. However, few studies have been conducted to understanding and listening to PE teachers’ experiences of leading the after-school college preparation programs. Purpose of this study was to explore PE teachers’ experiences of developing and implementing the after-school college preparation programs. Research questions were: (1) what made the programs successful? (2) why did teachers develop the programs? (3) what were their positive and negative experiences while leading the program?, and (4) what knowledge and resources were necessary for successful programs?
Method:
Two high school PE teachers in different schools who developed and implemented after-school college preparation programs for their students participated in this study. Qualitative data included investigator’s field notes of participant observations of the programs, formal and informal interviews with individual teachers, and open-ended questionnaires. Data were collected during 10 months of observations.
Analysis/Results:
Data were analyzed using constant comparison. Trustworthiness was established through triangulation of the data, peer review and debriefing, and member checking.
Findings showed four themes related to creating successful programs: PE teachers’ knowledge relating to college admission process, high expectations, communication networks, and PE teachers’ commitment. Teachers were motivated to develop the programs for three main reasons: students’ request, sympathy for students from low income families, and accountability for students’ college entrance. PE teachers’ positive and negative experiences were emerged into four categories: self-satisfaction, pride of being a PE teacher, marginal status of PE, and conflicts with school administrators.
Conclusions:
These teachers emphasized a need for in-depth of content knowledge and skill development associated with the areas of the practical skill test in order to successfully implement such programs.