The study for reflective journals in taiwanese teacher education institution of adapted physical education

Por: Yu-hsiung Cheng e Yuh-chih Chen.

Athens 2004: Pre-olympic Congress

Send to Kindle


The purpose of this study was to understand Teachers College students to process adapted physical education (APE) of curriculum and instruction by using their teaching reflective journals.  The rehearsal was adopted teaching grouping for curriculum and instruction in teaching reflective process or curriculum and instruction feeling.   Advanced to explore how affected teaching reflection or modify the instruction factors of instruction in order to modify the curriculum design for references.  There were 143 Taitung Teachers College students who took APE by majors of PE and Special Education for Teacher Education.  They rehearsed in one by one, two by one, or one by two 4 weeks in the school year.  After rehearsal, Teachers College students would keep the reflective journals.  After classes in group discussion, the researcher would use word-process to keep record.  Then by using content analysis to describe before and after rehearsal and different objective group in reflective journals.  Also, for the demand of research, the research would use Pearson’s related analysis, descriptive statistics, Chi Square and quantitive research to deal with all data for this study.  The followings were the results: (1) For Teachers College students, besides of department variables student numbers were significant with teaching reflective effect.  Other variables such gender, real grade, and with or without reflective training showed no related results; For Teachers College students’ personal background variables, besides of department variables and teaching reflective factors were significant.  Other variables such as gender, real grade, student number and with or without reflective training showed no any related results. (2) Affected the related reflections about other factors: the classroom teachers were the most important persons in the rehearsal special education background and medical professional knowledge, low-incidence disabilities for mental retardation (MR) students, school budget limit, weather problems, and MR students’ habits and favors, etc.  (3) Discussion after rehearsals, Teacher College students shared experiences and professor’s guidance would help improve teaching activities and meet MR students’ demands. Teaching content could also promote students’ learning motivations and enjoy teaching achievement.

Keywords: Reflective Journal, Teachers College student, Adapted Physical Education, Teacher Education



[1]. Arnhold, R. W. (1997). Adapted physical education: preliminary thoughts on a paradigm shift. Brazilian International Journal of Adapted Physical Education, 4, 47-58.

[2]. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass Inc.

[3]. Clark, C. M. (1995). Thoughtful teaching. New York: Teachers College.

[4]. Collins, C. B., Hall, M., & Branson, A. T. (1997). Teaching leisure skills to adolescents with moderate disabilities. Exceptional Children, 63(4), 499-512.

[5. Dattilo, J. & Hoge, G. (1999). Effects of a education program on youth with mental retardation. Education and Training in Mental Retardation and Developmental

[6]. Disabilities, 34(1), 20-34.

[7]. Dewey, J. (1916). Democracy and education. New York: Free Press.

[8]. Dewey, J. (1933). How We Think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.

[9]. Ginsburg, M. B.(1988). Contradictions in teacher education and society: A critical analysis. New York: Falmer.

Goodlad, J. I. (1990). The occupation of teaching in schools. In J. I. Goodlad, R. Soder & K. A. Sirotnik ( Eds.) The moral dimensions of teaching (pp 3-34) San Francisco: Jossey-Bass.

[10]. Goodwin, D. L. (2001). Pedagogic reflections on how children with physical disabilities experience physical education. Physical Health Education Journal Ottawa, 67, 14-19.

[11]. Henderson, J. G. (1992). Reflective teaching. New York: Macmillan.

[12]. Hole, S. & McEntee, G. (1999): Reflection is at the heart of practice. Educational Leadership. 56 (8), 34 - 37.

[13]. Hole, S. & McEntree G. (1999). Reflection is at the heart of practice. Educational Leadership, May, 34-37.

[14]. Hogan, P. I. (1990). Problem based learning and personnel preparation in adapted physical education. Adapted Physical Activity Quarterly Champaign Ill, 7, 205-218.

[15]. Jay, D. (1991). Effect of a dance program on the creativity of preschool handicapped children. Adapted Physical Activity Quarterly Champaign Ill, 8, 305-316.

[16]. Lasley, T. (1990). Editorial. Journal of Teacher Education, 40, 2-8.

[17]. Marshall, H. (1990). Metaphor as an instructional tool in encouraging student reflection. Theory into Practice, 29 (2), 128-132.

[18]. McCubbin, J. A. (1995). The object of adapted physical education

[19]. Nancy, C. (1989).The Therapist’s Role in Adapted Physical Education. Office of Special Education and Rehabilitative Services (ED), Washington.ERIC Document for Research Service No. ED318192).

[20]. Osterman, K. F. (1990). Reflective Practice: A new agenda for education. Education and Urban Society, 22, 2-10.

[21]. Posner(1985). Reflection in Teacher Education: a Study in Progress. Education Research and Perspectives, The University of Western Australia, 20(1), 13-23.

[22]. Pugach & Johnson (1993). Cognitive coaching and self-reflection: Looking in the mirror while looking through the window. Paper presented at the annual meeting of the Mid-South Educational Research Association. New Orleans, LA.

[23]. Ross, D. (1989). First Steps in Developing a Reflective Approach. Journal of Teacher Education, 40, 22-30.

Sherrill, C. (1995). Philosophical issues in adapted physical activity. Brazilian International Journal of Adapted Physical Education, 2, 95-109.

[24]. Sherrill, C. (1986). Fostering creativity in handicapped children. APAQ Adapted Physical Activity Quarterly Champaign Ill, 3, 236-249.

[25]. Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Schon, D. (1987). Educating the reflective practitioner: Toward a new design for  Teaching and Learning in the [26]. Professions. San Francisco: Jossey Bass.

[27]. Schon, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey Bass.

[28]. Schon D.(1988). Educating the reflective practitioner. San Francisco: Jossey-Vass.

[29]. Seifert, K. L. (1999). Reflective thinking and professional development. Boston: Houghton Mifflin.

[30]. Susi, F. (1999). Developing reflective teaching techniques with preservice art teachers. In Ed. Lynn Gailbraith, Preservice art education: Theory and Practice.

[31]. Van Manen, M. (1977). Linking Ways of Knowing with Ways of Being Practical. Curriculum Inquiry, 6, 205-28.

[32]. Wall, E. M., Gast, L. D., & Royston, A. P.(1999) Leisure skills instruction for adolescents with severe or profound development disabilities. Journal of Developmental and Physical Disabilities, 11(3),193-219.

[33]. Smylie, M. A. & Conyers, J. G. (1991). Changing conceptions of teaching influence the future of staff development. Journal of Staff Development , 12, 12 -16.

[34]. Stones E. (1994) Reform in teacher education: The power and the pedagogy. Journal of Teacher Education, 45, 310-318.

[35]. Tremmel, R. (1993). Zen and the art of reflective practice in teacher education. Harvard Educational Review, 63 (4), 434-58.

[36]. Van Manen, J. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205-208.

[37]. Valverde, L (1982). The self-evolving supervisor. In T. Sergiovanni (Ed) Supervision of teaching (p 81 - 89). Alexandria: Association for Supervision and Curriculum Development.

[37]. Wood, D. (1992). Teaching narratives: A source for faculty development and evaluation. Harvard Educ ational Review, 62 (4), 535-550.






© 1996-2020 Centro Esportivo Virtual - CEV.
O material veiculado neste site poderá ser livremente distribuído para fins não comerciais, segundo os termos da licença da Creative Commons.