ScholarWorks@숙명여자대학교

초록

This study explored how dance majors construct and reconstruct their professional identity as educators while transitioning into a graduate program in physical education. In-depth interviews were conducted with six dance majors enrolled in a master’s program in physical education, and the data were analyzed using Giorgi’s descriptive phenomenological method. The findings revealed five overarching experiential dimensions: ① motivations for entering physical education, ② adaptation to new academic, practical, and pedagogical demands, ③ transfer and application of physical education knowledge to dance instruction, ④ reflection on and reconfiguration of professional identity, and ⑤ expanded career possibilities alongside perceived structural constraints. Participants chose physical education due to unstable labor conditions in the arts and a desire to strengthen their educational expertise, and they gradually internalized educational thinking while adapting to unfamiliar disciplinary norms in physical education. They also applied physical education theories and pedagogical strategies to dance classes, reconstructing their professional identity as educators through field-based experiences such as teaching practicum. While their career horizons expanded, participants simultaneously recognized enduring structural barriers and disciplinary boundaries. The study highlights that dance majors’ transition into physical education represents not merely the acquisition of teaching credentials but a dynamic process of identity reconstruction, underscoring the need for curricular supports that aid disciplinary transition and the development of integrative pedagogical models connecting dance and physical education.

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