| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 96 === The purpose of this study is to understand teachers’ professional competence and demand for in-service training. The subjects of this research are 192 full-time teachers in the health and physical education learning area in Small-scaled elementary schools in Taipei County. 184 valid questionnaires were returned. (92.86%) Data obtained in this study were analyzed by descriptive statistics, t-test, one-way ANOVA, and Pearson Correlation. The results were shown as following:
1. According to the small-scaled elementary school teachers’ self-evaluation, they claim their professional competence achieve high-intermediate level in the health and physical education learning area in Taipei county.
2. The male teachers’ professional competence in physical education area is significantly higher than that of female teachers. And teachers who majored in physical education have better professional competence than those whose major are not physical education. Moreover, P.E. teachers’ profession ability is significantly higher than that of homeroom teachers. However, age, seniority, teaching stage, and teaching subject showed no significant difference in the results of self-evaluating ranking.
3. The demand for in-service training of small-scaled elementary school teachers in health and physical education learning area in Taipei County was rated middle-level. The learning content that the teachers require most is the teaching materials and methods for prevention and treatment of disease, integrating implications and technology into instruction, and health-related physical fitness. The types of learning activities include sport spectator, teaching praxis, and experience-sharing between experts and scholars.
4. Age and seniority showed significant difference in the results of the demands for in-service training. Teachers over 51 years old have stronger demand for in-service training than those at other ages. Based on the comparison of seniority, teachers who have taught for 16 years or more have more intense motivation of in-service training than those who have 6-10 years teaching experience. However, gender, education background, position, teaching stage, and teaching subject showed no significant difference in the results of demands for in-service training.
5. There was low-correlated between the professional competences and the demands for in-service training.
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