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I. Necessity and Purpose of Research It is generally accepted that the quality of teacher education is determined by selecting and training competent prospective teachers. Competent teachers are those who are well acquainted with subject matter and have teaching abilities to represent it to be easily accepted to given instructional context, to produce maximum academic achievement. To improve teachers' teaching abilities, it is more important than anything else to develop professional judgement and extend their understanding of subject matter pedagogy (Chang, et al., 2001). It has been argued by Kang (1977) that professional knowledge necessary to teachers is developed by pedagogy of subject matter. Despite of this argument, most teacher training programs still construct curriculum of teacher education with such contents as liberal arts knowledge, pedagogical knowledge, understanding learner and learning environment, and teacher's professional values. There has been a change only in such factors as time allocated to each subject matter, credit structure, time and duration of student experience. These changes still raise such problems that why time allocated to each subject matters has been changed (Metzler & Tjeerdsma, 2000). It has been indicated that various and complex problems being occurred in training prospective teachers may not be fully identified by traditional quantitative studies. Macdonald & Tinning (1995) argue that understanding physical education teacher education or developing prospective teachers' professional knowledge based on objective ground quantative research has been rarely successful. Excessive scientism in teacher education resulted in ignoring teacher's subjective experience by unduly

supotsu kyouikugaku kenkyuu/supōtsu kyōikugaku kenkyū

The of the 27th Japanese Society of Sport Education from General Presentation Phenomenological Analysis of Physical Education Major Course for Elementary School Teacher Education