A Study of Teaching Beliefs and Effective Teaching Performances in Preschool Physical Education Teachers

• Main Authors: Lien-Kuei Shen, 沈連魁
• Other Authors: Hung-Shin Chou
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/82883773911793958410

博士 === 國立體育學院 === 體育研究所 === 95 === The purposes of this study were 1. to explore the contents and the current situations of teaching beliefs and effective teaching performances of preschool physical education teacher, and 2. to investigate the relationship of teaching beliefs and effective teaching performances of preschool physical education teachers. Firstly, 13 experienced preschool physical education teachers were interviewed, and then actual teaching situation of 3 teachers were observed for 10 weeks. 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. Four hundred and forty completed surveys were received and analyzed. The results are as follows: 1. The main concepts of preschool physical education teachers' teaching beliefs included were ‘curricula and objectives’, ‘teacher ability’, ‘teaching skills’, ‘apparatuses applications’, and ‘teacher-student relationship’. The influential factors of teachers` teaching beliefs included were ‘undergraduate education’, ‘significant others’, ‘teacher per se’, and ‘external environment’. 2. The concepts of preschool physical education teachers' effective teaching performances were ‘teacher per se’, ‘students’, ‘kindergarten’, and ‘external social environment’. 3. The current situations of characteristic levels of teaching beliefs were satisfactory. The mean score of “apparatuses applications” was higher than the other dimensions of teaching belief. 4. The current situations of teachers` effective teaching performances were satisfactory. The mean score of ‘teaching atmosphere’ was higher than ‘teaching interaction’ and ‘plan and preparation’. 5. In the comparison of the differences of teaching beliefs among different demographic background of teachers, the ‘teacher ability’ of male teachers was higher than female teachers. The teaching beliefs of the teachers from the physical education department was significantly (p < .05) higher than that of teachers from the early childhood education department and other departments. Teachers who have taught longer years have shown significant difference (F = 3.68, p < .05) in the factor of ‘teacher ability’ when comparing with the less experienced teachers; The teachers from Central Taiwan was significantly (p < .05) better than that of teachers from the southern Taiwan; Teachers who have participated in teaching group discussion were significantly (p < .05) better than that of teachers who had not; the ‘teacher ability’ of teacher teaching beliefs of the private kindergarten teachers was significantly (p < .05) better than that of the public kindergarten teachers. 6. In the comparison of the differences of effective teaching performances among different demographic backgrounds of teachers, male teachers were better than female teachers in effective teaching performances; the teachers from the physical education department were significantly (p < .05) better than that of teachers from early childhood education department. Teachers who have taught for longer years have shown differences (F = 4.10, p < .05) in ‘teaching atmosphere’; the teachers from the northern Taiwan was significantly better than that of teachers from the southern Taiwan; teachers who had participated in teaching group discussion were significantly (p < .05) better than that of teachers who had not; Teachers who had taught in the private kindergarten were significantly (p < .05) better than that of teachers in the public kindergarten. 7. There were significant (p < .05) correlations between each dimension of teacher teaching beliefs and each dimension of teacher effective teaching performances, the ‘teacher ability’ belief showed higher correlation with each dimension of effective teaching performances than the other variables. 8. The ‘teacher ability’, ‘teacher-student relationship’, and ‘teaching skills’ of teachers teaching beliefs accounted for a total percentage of explained variance of 44.1% of ‘plans and preparations’ from the effective teaching performances. Furthermore, the predictability of ‘teacher ability’, ‘teaching skills’ and ‘teacher-student relationship’ of teachers teaching beliefs towards ‘teaching interaction’ of effective teaching performances was 47.2%. Finally, the total percentage of explained variance of ‘teacher ability’, ‘teacher-student relationship’, and ‘apparatuses applications’ of teachers’ teaching beliefs towards ‘teaching atmosphere’ of effective teaching performances was 48.0%.