比較有否參與教學研討團體之幼兒體能教師在教學信念的差異情形

Difference of Teaching Beliefs between Participated the Teaching Discussion Group or Not among the Preschool Physical Education Teachers

曾沈連魁(Shen-Lien-Kuei Zeng)

《臺大體育學報》 16輯 (2009/12) Pp. 55-66

https://doi.org/10.6569/NTUJPE.200912_(16).0005

摘要

本研究主要目的在比較有否參與教學研討團體之幼兒體能教師在教學信念的差異情形。採量化為主，質化為輔方式。本研究首先訪談13位幼兒體能專家教師，以瞭解幼兒體能教師的教學信念之內涵，以編製「幼兒體能教師教學信念量表」。本研究採分層隨機抽樣法選出樣本，以郵寄方式寄出問卷，總共回收440 份有效問卷。結果發現，參與教學研討團體的幼兒體能教師（佔43%）在教師效能、教學技巧、及師生關係等層面的教學信念明顯優於無參與者。參與教學研討團體的幼兒體能教師的教學信念將能持續進步，並能藉由教學反省，改進教學，提升教學專業能力。期待未來探究幼兒體能教師如何進行討論而有助於其教師專業成長。

關鍵字

專業教師 ； 教學反省 ； 成長團體

並列摘要

The main purposes of this study were to investigate the difference of teaching beliefs between participated the teaching discussion group or not among the preschool physical education teachers. Firstly, 13 experienced preschool physical education teachers were interviewed in order to understand the concepts of teaching beliefs. Based on the qualitative data, a questionnaire was developed and was sent by mail to preschool physical education teachers in Taiwan. Stratified random sampling was used for the targeted sample population. 440 completed surveys were received and analyzed. The results were as follows: There were 43% participation the teaching discussion group and they were better in 'teacher efficacy', 'teaching skills', and 'teacher-student relationship' of teachers teaching beliefs than those weren't participation the teaching discussion group. The teaching beliefs of teachers who were participation the teaching discussion group could get progression contiguously. They did promote their professional teaching ability by way of teaching reflection. In the future, we hope to explore how to discuss of the teaching discussion group to promote teachers professional growth.

並列關鍵字

professional teacher ； teaching reflection ； growth group

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