The Formation Process of Curricular Value Orientations on Intercollegiate Physical Educators

• Main Authors: Hsin-Yen Tsai, 蔡欣延
• Other Authors: Hung-Shin Chou
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/75519862547197022876

博士 === 國立體育學院 === 體育研究所 === 94 === By analyzing the related literatures about physical education teachers’ curricular value orientations it was found that most studies focused on examining curricular orientations held by physical education teachers, but very few focused on the formation process of curricular value orientations. In exploring the formation process of value orientation in physical education settings, this study used intercollegiate physical educators as participants and intended to construct a quasi-universality rule about the formation process of curricular value orientations. This study adopted critical thinking, combined with participant observation, document analysis and in-depth interview, to study the quasi-universality rule of formation process of curricular value orientation in physical education setting. Participation observation focused on three teachers who worked at Hsing Wu College and serviced over twenty years. And in-depth interview focused on eight intercollegiate physical educators who serviced at different schools to meet the principle of theoretical saturation. Further, this study sampled 321 intercollegiate physical educators from 76 schools and administered with Value Orientations Inventory (VOI). By adopting grounded theory and constant comparison method to synthesize all qualitative and quantitative data this study found the following results: (a) It was conceptualized that the formation process of value orientation included three dimensions termed source of influences on value orientation, formation process stage of value orientation and outcome and choice of value orientation; (b)The source of influences on participants’ value orientation included teacher, student, society, subject matter, environment and system. The most frequently cited factor was “teacher”, then, “student” in influencing participants’ value orientation; (c) Moreover, based on participants’ formation process stage of value orientation can be categorized as “job guarantee period”, “value stabilization period”, “implementation period”, “core value formation period” and “fixed value period”; (d) Based on teachers’ service years, participants identified curricular value orientations mostly focused on “students’ aspect” by which can be differentiated by primary and secondary values. Moreover, most teachers held multiple curricular value orientations, and will chose different values to meet “personal” and “situational” demands. In concluded, this study completed an initial effort on constructing quasi-universality rule about the formation process of curricular value orientations and strengthening today’s curricular value orientations theory.