體育實習教師對「有效體育教學」知識結構變化之研究
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2001
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教師知識及學習教學的研究，對於師資培育的規劃及改進，具有重大的意義。本研究的目的旨在探討體育實習教師在大四教學實習課程結束後、教育實習上學期期末、教育實習下學期期中，對「有效體育教學」知識結構的轉變歷程。研究方法採用概念構圖法及半結構式訪談法，屬縱貫性的研究，研究參與者為四位師範院校本科系畢業的體育實習教師，資料分析參考Morine-Dershimer（1993）對概念構圖資料的處理方式，及內容分析法，得到以下的結論：（一）體育實習教師在教育實習的初始階段，「組織與管理」是必要學習的一個課題；（二）體育實習教師對「有效體育教學」知識結構的變化，受過去經驗及目前教學脈絡的影響；（三）體育實習教師在教育實習的階段會試圖將理論性的知識驗證在實際教學情境中，並產生較可行的實務知識。依據研究結論所提供的建議可供師資培育機構及後續研究者參考。
The research on teacher’s knowledge and learning to teach is important to the improvement and planning of teacher education. The purpose of this study was to investigate the physical education student teachers’ knowledge structure changes in effective physical education instruction during three stages (end of the teaching practical course, end of the first teaching practical and midterm of the second teaching practical). Concept mapping and semi-structured interview were used to collect the data for one year. The participants were four teacher’ college physical education graduates. Data on concept mapping were analyzed using methods adapted from Morine-Dershimer technique (Morine-Dershimer, 1993). Interview data were analyzed qualitatively using content analysis. The results showed that (1) Organization and Management skills must be acquired during the early stage of teaching practical. (2) Changes in knowledge structure were influenced by the prior experience and present teaching context. (3) During the teaching practical, student teachers attempted to convert declarative knowledge into procedure knowledge in teaching. The findings of this study have implication for institutes of teacher education and future related studies.
The research on teacher’s knowledge and learning to teach is important to the improvement and planning of teacher education. The purpose of this study was to investigate the physical education student teachers’ knowledge structure changes in effective physical education instruction during three stages (end of the teaching practical course, end of the first teaching practical and midterm of the second teaching practical). Concept mapping and semi-structured interview were used to collect the data for one year. The participants were four teacher’ college physical education graduates. Data on concept mapping were analyzed using methods adapted from Morine-Dershimer technique (Morine-Dershimer, 1993). Interview data were analyzed qualitatively using content analysis. The results showed that (1) Organization and Management skills must be acquired during the early stage of teaching practical. (2) Changes in knowledge structure were influenced by the prior experience and present teaching context. (3) During the teaching practical, student teachers attempted to convert declarative knowledge into procedure knowledge in teaching. The findings of this study have implication for institutes of teacher education and future related studies.
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體育實習教師, 有效體育教學, 知識結構, 概念構圖, physical education student teacher, effective physical education instruction, knowledge structure, concept mapping