The research of physical education teaching reflection for taiwanese elementary school preservice teachers

Por: Keh Nyit Chin e Yuh-chih Chen.

Athens 2004: Pre-olympic Congress

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The purpose of this study was to understand the teaching reflection condition of PE preservice teachers during their preservice teaching through exploring the levels, patterns, contents, attitudes and process of teaching reflections, as well as the factors, which influenced their teaching reflections. The participants were 40 PE preservice teachers from National Taitung Teachers College. Modified questionnaires (Wu, 2000) were used to gather preservice teacher background variables, their preservice teaching school background variables, and teaching refection levels. The related data were statistically analyzed using Kendall’s W. analysis and one-way ANOVA. Reflective journals of the participants were analyzed by inductive content analysis, frequency analysis, Chi square independence test of statistic method. For in depth study, four individuals were purposively selected to further explain the phenomenon. The findings could be used in PETE program. The results were as follows:
1.Reflective levels: The reflective levels of preservice teachers were mainly "practical action" but difference in practical rank and ideal rank during were found. There were some relationships between reflective level variables and personal background variables.
2.Reflective patterns: The preservice teachers ideally adopted "reflection for action" but in reality used "reflection after action" during student teaching due to personal background variables.
3.Reflective attitudes: The preservice teachers’ major reflective attitude was "concentration" in teaching reflections. Difference was found between preservice teachers with different entrance option.
4.Reflective contents: The reflective contents of preservice teachers were mainly "self" and "classroom management", but gradually changed to "student". This could be explained by the preservice teacher concern theory. There were significantly differences for preservice teachers teaching in different school districts.
5.Reflective process: The reflective process of preservice teachers showed improvement from "Problem-meeting→Problem-analyzing" to "Problem-meeting→Problem-analyzing→Hypothesis→Verify→Conclusion".
6.The influential factors: It was found that the most used guidance method was "Feedbacks provision after teaching", while the most influential persons were "supervising teachers".
Key words: elementary school, preservice teachers, physical education teaching

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