「行動-反思」學習應用於體育教學實習課之探討

BACKGROUND: Recently,in terms of Physical Education Teacher Education (PETE) programs,the insufficient linking between the formal knowledge of teacher education and situational knowledge of learners learning has been indicated by many researchers as the most important challenges in PETE. Therefore,how to facilitate the meaningful connections between student teaching and learners learning for the quality PETE program becomes one of the major concerns. The aim of this study was to understand the process of student teachers learning how to teach facilitation in physical education teaching practicum course through action-reflection approach based on field PE teaching experiences. METHODS: 32 senior college students (15 male; 17 female) were invited to involve into the program. Every student firstly had to teach in a real PE class at a secondary school and each PE class was videotaped. Followed by group (n=6) teaching practice analyze based from their own teaching video film and/or case study. Students had to clarify their problems and its solutions while teaching. Focus group interview was conducted by 6 interviewers with a non-didactical way during each group discussion and analyze. Students recorded the successful teaching practice. The alternative of teaching practice and reflection on teaching practice constituted the main structure of the program. All the data were classified in their personal learning how to teach portfolio. Individual interviews were also conducted during the pre-/post-teaching practice. All interviews were transcribed and constant comparison and analytic induction were also used to organize and categorize the data. RESULTS: Students developed meaningfully the practical knowledge in connection with the teaching method course during the action-reflection approach. DISCUSSION: This approach did facilitate students learning how to teach, but trainer‘s reformulations and articulations were needed.