An Autoethnography of a Kindergarten Teacher Dedicated in Physical Activity Teaching

• Main Authors: Yu, Tsai-Yun, 余彩雲
• Other Authors: Kao, Li-Chuan
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/ax57bu

碩士 === 臺北市立大學 === 運動教育研究所碩士在職專班 === 106 === The study took autoethnography as a methodology, exploring 31-year personal experience in the field of early childhood education and focusing on my own reflections on early childhood physical activity teaching. The major questions for the study included: 1. As an early childhood teacher, what was the experience and process in personally leading early childhood physical activities? 2. What were the professional skills that I possessed? What was the process of my knowledge development? 3. In my experience, what benefits did early childhood physical activities bring to children’s physical movement development? The data collection was comprised of my teaching records over the years, photos of teaching activities, lesson plans, and memories as the on-site context. After that, the narrative analysis was used to interpret and analyze the data. The themes were: 1. As an early childhood teacher, professional knowledge related to early childhood education as well as physical teaching were needed. 2. Reflecting my own professional skills via autoethnography through narrating personal experiences and learning process with the meaning of history, society, and culture could lead to new possibilities of teaching. 3. Children’s movement development in every stage was the stepping stone for the movement development in the next stage. Early childhood physical activities were beneficial for children’s movement development on every stage of their learning.