教學模組培訓對國小體育教師專業成長之個案研究
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2017
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Abstract
本研究目的為要探討國小教師參與體育教學模組增能培訓計畫三階段對教師專業成長的議題，以作為未來相關活動計畫及教育單位機構、學校相關人員等協助體育教師專業成長時之參考。以便利取樣法選取新北市及新竹縣國小體育教師，及該縣市輔導教授共四名參與體育教學模組增能培訓計畫之種子教師作為研究參與者，透過半結構式訪談與教師相關文件資料等質性方式蒐集資料，所得資料以內容分析將所得證據進行有意義的詮釋，並以三角檢核提高信度與效度。研究結果顯示：一、單純以講課進行培訓研習教效果有限；二、教師不斷的動態調整課程使其內化至自身教學中；三、學生回饋為教師專業成長的關鍵因素；四、教師專業成長需要一個溝通詢問的平臺。
The study is aimed to investigate the issue of training program in the three stages of the teaching module of primary gymnastics teachers, as a future related activity plans and references for people who assist gymnastics teacher professional growth like educational institutions, school-related personnel and so on. By convenience sampling, primary gymnastics teachers in both New Taipei City and Hsinchu County was selected, and four assistant counselor in both districts participated in the seeded teacher teaching module of gymnastics training program as a research participant.Through the semi-structured interviews with information collected from teacher-related documents and other qualitative means,the information obtained was analyzed by contents to makes a meaningful interpretation of the evidence obtained, and through triangulation the reliability and validity was improved.The results show that: firstly, the training effect of lecturing alone is limited; secondly, teachers keep dynamically adjusting the lecture to become their own teaching style; thirdly,the student feedback is a key factor of teacher professional development; finally, teacher professional growth needs a platform for communication.
The study is aimed to investigate the issue of training program in the three stages of the teaching module of primary gymnastics teachers, as a future related activity plans and references for people who assist gymnastics teacher professional growth like educational institutions, school-related personnel and so on. By convenience sampling, primary gymnastics teachers in both New Taipei City and Hsinchu County was selected, and four assistant counselor in both districts participated in the seeded teacher teaching module of gymnastics training program as a research participant.Through the semi-structured interviews with information collected from teacher-related documents and other qualitative means,the information obtained was analyzed by contents to makes a meaningful interpretation of the evidence obtained, and through triangulation the reliability and validity was improved.The results show that: firstly, the training effect of lecturing alone is limited; secondly, teachers keep dynamically adjusting the lecture to become their own teaching style; thirdly,the student feedback is a key factor of teacher professional development; finally, teacher professional growth needs a platform for communication.
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理解式教學法, 教師信念, 教師專業發展, 教學模組, 教師進修, teaching games for understanding, teacher's belief, teacher professional development, teaching module, on-job training for teachers