影響大專體育教師課程價值取向因素之研究

本研究的目的乃試圖以深度訪談的方法，找出影響不同服務年資的大專體育教師課程價值取向之因素。方法：基於滿足理論飽和的原理，以五類服務年資（1-5年、6-10年、11-15年、16-20年及21年以上），依據理論抽樣的原理，以立意取樣的方式，選定11位元大專體育教師進行深度訪談。以自編的訪談大綱，進行深度訪談，以全程錄音的方式，記錄受訪教師的實務經驗，將錄音帶轉為逐字稿，並寫下反思劄記；先採用開放性編碼，再以主軸編碼的方式將資料串聯起來，藉以深入瞭解實際影響不同服務年資的大專體育教師課程價值取向的因素為何？結果：影響不同服務年資大專體育教師課程價值取的因素，有其共通性、差異性和脈絡性。影響因素可分為教師、學生、社會、教材、環境和制度等六大層面，而其中影響最大的以「教師」層面的因素居多，「學生」層面的因素次之；而且有「主要」與「次要」因素，及「個人」與「情境」因素之別。結論：顯示出影響大專體育教師課程價值取向的因素，會隨著教師服務年資之不同而有差異的現象。

關鍵字

大專體育教師；課程價值取向；影響因素

並列摘要

Purpose: The purpose of this study intended to find out the affecting factors of curricular value orientations on Colleges' physical education teachers. Methods: This study used purposeful sampling and in-depth interview on eleven Colleges' physical education teachers who serviced at different schools (their service years were separately 1-5 years, 6-10 years, 11-15 years, 16-20 years or over 21 years ) to meet the theory of theoretical saturation. And used self-design interview outline to do in-depth interview and taping to record teachers actual experiences; then transferred the data into words and wrote down reflective notes. Adopted open coding and axial coding to combine with all data for understanding what were the influencing factors of curricular value orientations on Colleges' physical education teachers. Results: The affecting factors of curricular value orientations on Colleges' physical education teachers were showed that had their comments, differences and contexts. These factors included six facets: teacher, student, society, subject matter, and context. The primary factors were ”teacher- facet” and ”student- facet” factors were next. Conclusion: The affecting factors of curricular value orientations on Colleges' physical education teachers will appear differently by teachers' service years.