高中體育實習教師教學反思與專業成長之個案研究

Abstract

本研究目的為了解高中體育實習教師在實習期間教學反思與專業成長之情形，並探討其關係，以作為未來培育體育師資生之參考。以個案研究法選取國立某師範大學105級體育學系畢業之四位高中體育實習教師為研究參與者，透過半結構式訪談、觀察、文件資料等質性方式蒐集資料，所得資料以內容分析與主題分析法，將所得證據進行有意義的詮釋，並以三角檢核提高信、效度。研究結果顯示：一、高中體育實習教師教學反思情形(一)反思內容取向以「自我本身」為主，其次為「教學活動」和「學生」的反思內容；(二)反思層次以「技術性」層次為主；(三)反思態度以「虛心」態度為主。二、高中體育實習教師在專業成長方面分為實踐教學知識及專業態度：(一)在「實踐教學知識」會歷經於運用、調適、調整、轉變與發展等歷程，最終發展出個人獨特教學型態；(二)在「專業態度」不因環境的各種因素改變自身的學習態度。三、高中體育實習教師教學反思與專業成長之關係：(一)教學反思與實踐教學知識有密不可分的關係；(二)教學反思有助於促進專業態度之成長。The main purpose of this study is to understand the teaching reflection, professional development condition and exploring both relationship. This study provides the physical education pre-service teachers to refer, and hope there have more teachers of reflective ability in practice. Therefore, the subjects were four physical education preservice teachers in high school. The study was executed by using the datas of quality and quantity equally and adopt semi constructed interviews to collect the professional development data, teaching reflection content orientation and using the method of content analysis and subject analysis；The preservice teachers who carry out the classroom management were observed by photography, and quantitative data of classroom management were collected by the DACOME-PE. Results: the high school preservice teachers whose content of teaching reflection tend to ‘’self’’,‘’teaching activity’’ and ‘’student’’ in order. The reflection attitude is predominantly based on ‘’accept’’. The high school preservice teachers practice the teaching knowledge will go through the process of application, self-regulation, adjustment, transformation and development, etc. Finally, teachers develop their unique teaching type. In the development of professional attitude, they maintain the positive learning attitude and will not be changed by environment. The teaching reflection helps preservice teachers practice development of teaching knowledge, the teaching attitude gradually tend to be positive and more active to check learning events solving the teaching dilemma in high school physical education’s teaching reflection and professional development relationship.