| Summary: | 碩士 === 國立臺灣師範大學 === 體育學系 === 91 === The purpose of this study was to compare the difference between feedback behavior and teaching thought of expert and novice teacher. One elementary school physical education expert and novice teacher, and 68 second grade students in their physical education classes (expert - 34 students, novice - 34 students) served as the participants of this study. Instruction took place during three dribbling and three striking sessions. Data were collected by videotaping and audiotaping. The systematic observation instrument used was Fishman & Tobey Teacher Feedback Observation System. Teacher instructional plan and reflective report were analyzed using content analysis method. Patterns in cue perception employed by the teachers for feedback decision making during physical education instruction were assessed by stimulated recall interview. Results indicated that differences in feedback behavior and teaching thought were found between both teachers. The difference in feedback category was feedback specific referent. The feedback frequency and time of expert teacher were more than novice teacher. Expert teacher observed and novice teacher were observed and left after giving feedback. The plan for instruction of expert teacher focused on student individual difference and prior experience, diverse strategies, practice opportunity for students, and the use of school teaching resources. The perceptual map of expert teacher was more complex and hierarchical than novice teacher. Expert teacher was more technical and practical while novice teacher was mainly descriptive at the effective level. These findings have implications for teacher education, physical education teachers, and researchers.
|
|---|
