A Study of the Gender Difference for Senior Physical Education Teachers from Teacher-Student Interactive Behaviors in Junior High School

• Main Authors: Hsuing-Chi Chen, 陳湘琦
• Other Authors: Han-Wu Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/98009492449025722601

碩士 === 國立高雄師範大學 === 體育學系 === 99 === This study selected four senior physical education (PE) teachers and their students as subjects. This study investigated teacher-student interactive behavior in PE classes, and the factors and conditions of gender differences. The research spanned five months. The PE curriculum consists of lessons in basketball, badminton, table tennis, track and field. The four senior teachers offered a total of 24 classes. Cheffer’s Adaptation of the Flander’s Interaction Analysis System (CAFIAS), field observations, stimulated recall interviews, and semi-structured interviews were applied to the collection and the analyses of the research data. The results were : (1) The teacher-student interactive behavior of proportion were 2 : 1. Giving mainly information and little praises to students, The majority of the students’ behavior belong to interpretive one via non-verbal ways. (2) Male teachers gave more praises to the students, so the students displayed higher interpretive behavior ; however, female teachers ones gave more criticisms to the students, so the students displayed higher predictable responses. Female teachers gave more frequently guides instructions to the girls, and the girls showed less frequently negative feedbacks than the boys. In the whole, the boys were received more interactions than the girls. The senior teachers gave more frequently guides instructions and praises to the girls, and more frequently negatives feedbacks to the boys. (3) The main factor of the teacher-student interactions and the gender differences was the student per se. The conclusions were : (1) The teaching method of the four senior teachers of PE were teacher-centered. The teachers selected direct influences through verbal expressions as their main teaching strategies. The proportion of teacher-student interaction and the category showing the case of uneven distribution (2) Male teachers than female teachers in an atmosphere of good class, gender teacher / student interaction students show gender differences treatment.(3) Due to the gender-stereotype, the boys’ superiority of congenital physiology ability and the stronger motor ability, the senior teacher gave different content of courses, teaching strategies, and the quantity ways to the students, ensuing gender differences treatment.