The Comparative Study Regarding Teaching Behavior and Teaching Decision Factors Between Specialist Teachers and Nonspecialist Teachers of Physical Education in Elementary School

• Main Authors: Wan-ching Ho, 何萬清
• Other Authors: Hung-Shih Chou
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/90017113195790199070

碩士 === 國立體育大學 === 體育研究所 === 103 === This study aimed to investigate the differences among physical education teachers from different specialty background in terms of their teaching behaviors and instructional decision-making factors. The subjects in this study included the two specialist teachers and two nonspecialist teachers of physical education. Their teaching behaviors were collected and analyzed by Physical Education Teaching and Sports Coaching Observation System(PETSCOS), and the factors of their instructional decision-making were collected through semi-structured interview and reflection notes. The results of this study were as follows. 1. On the allocation of teaching time, both had a maximum supervision time for students, but specialist teachers had more time for course teaching and less time for organization and management than the nonspecialist teachers; 2.In terms of feedback-giving behaviors, specialist teachers were reported to give students more feedback which were mainly corrective positive feedback, while nonspecialist teachers tended to give general negative feedback; 3. With respect to teacher’s moving frequency, there was no significant difference; 4. In regards to teaching episode, the specialist teachers were found to have more; 5.The factors which influence teachers’ instructional decision-making could be divided into teachers, students and environmental factors Among them, environmental factor accounted for highest percentage in both groups, which showed that instructional decision-making in physical education was mostly influenced by environmental factors; 6.Regarding teachers factors, the degree to which specialist teachers were affected is lower than that of nonspecialist teachers, which showed specialty teachers were less likely to consider their own factors when making instructional decisions;7. in terms of students factors, the proportion of specialty teachers being affected was higher than nonspecialty teachers, which indicated that specialty teachers were more likely to pay attention to the students learning clues while making instructional decisions; 8. In the aspect of environmental factors, the proportion of specialty teachers being affected was higher than nonspecialty teachers, which implied that specialty teachers were prone to pay attention to the relationship between surrounding environment and curriculum when making teaching decisions.