Integra

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

References

[1]. Beyer, L. E. (1988). Knowing and acting : Inquiry, ideology, and educational studies. London : The Falmer Press.
Dewey, J.(1993). How we think : A restatement of the relation of reflective thinking to the educative process. Boston : D.C. Health and Company.
[2]. Goodman, J.(1988). Constructing a practical philosophy of teaching: A study of preservice teachers; professional prospective. Teaching and Teacher Education, 4, 121-137.
[3]. Fernandez -Balboa, J. M.(1989).Physical education student teachers’ refection,beliefs and actions regarding pupil misbeharvior. Unpublished doctoral dissertation. University of Massachusetts.
[4]. Girous, H.A.(1988). Teacher as intellectuals. MA: Bergin & Garvey.
[5]. Hynes-Dusel, J. M.(1997). Physical education student teacher concerns. Unpublished doctoral dissertation. Columbia University. .
[6]. Kelly, T. E. (1993). The impact of structured reflective practice on the teaching decision of in-service teachers. Doctoral dissertation of University of Massachusetts.
[7]. Killion, J. P. & Todnem, G. R. (1991). A process for personal theory building. Educational Leadership, 48(6), 14-21.
Martin, R. J. (1998). A study of the reflective practices of physical education student teachers. Unpublished doctoral dissertation. Columbia University.
[8]. McBridge, R. E. (1991). Critical thinking-An overview with implication for physical education. Journal of Teaching in Physical Education, III, 112-125.
[9]. McBridge, R. E. & Cleland, F.(1998). Critical thinking in physical education. Putting the theory where it belongs: In the gymnasium. JOPERD, 67(7), 42-47.
[10]. Richardosn, V. (1990). The evolution of reflective teaching and teacher education. In R. T. Clift, W. R. Houston, & [11]. M. C. Pugach (Eds.), Encouraging reflective practice in education : An analysis of issues and programs. NY: Teacher College Press.
[12]. Roper,A. C. (1991). Perservice Teaching concerns among student teachers of physical education and their cooperating teacher. Unpublished doctoral dissertation. University of Maryland College Park.
[13]. Ross, D. D.(1990). Programmatic structures for the preparation of reflective teachers.
In K.T.Clift, Houston, W.Kobert & M.C.Pugach(Eds.), Encouraging reflective
practice in education : An analysis of issues and programs. New York: Teachers
College Press.
[14]. Schon, D.A. (1987). Educating The Reflective Practitioner. San Francisco: Jossey-Bass Inc.
Stout, C. (1989). Teachers’ view of the emphasis on reflective teaching skill during their student teaching. The Elementary School Journal, 89(4),511-527.