中學體育教師之理解式教學專業發展－專業學習社群的支持

Senior High School Physical Education Teacher's Professional Development for Teaching Games for Understanding - A Supportive Professional Learning Community

10.6580/JTSP.2017.12(1).02

吳采陵(Cai-Ling Wu)；掌慶維(Ching-Wei Chang)

教師專業學習社群 ； 理解式教學 ； 教師專業發展 ； professional learning community ； TGfU ； teacher's profession development

臺灣運動教育學報

12卷1期（2017 / 05 / 01）

17 - 38

繁體中文

目的：瞭解中學體育教師如何透過專業學習社群，支持他們在學校實施理解式教學，以提供體育教師未來在教學專業發展上的參考。方法：透過兩位曾參與理解式工作坊之個案教師，以參與觀察法、半結構式訪談蒐集資料，運用質性多元資料的歸納、比較、分析，形成研究結果。結果：二位教師皆肯定此教學法，參與專業學習社群後，專業技能及知能逐漸建構中，但主要阻礙面仍在教師對於此教學法之使用較掌握不到要領，如提問技巧及問題品質、學生學習反應不如預期等，因而教師需較長時間進行專業發展以提升自我能力。結論：專業學習社群在教師實施理解式教學時給予正向的協助，可支持教師繼續在校進行理解式教學的專業發展。

Purpose: The purpose of this study was to understand the teachers' professional development process while implementing TGfU approach in their school contexts. The professional learning community (PLC) was used as a way for developing senior high school physical education teachers' professional development. Methods: Two teachers were recruited to participate in the teachers' profession development activity. Semi-structured interviews, participant observation, and lesson study were adopted to collect data. Then, the data were analyzed inductively by using constant comparison method. Result: Teachers implemented the TGfU approach in their PE class. After joined the PLC, teachers constructed knowledge and professional skill whinin the contextual situations. However, questionning skill, allignment between teaching practices and theories, and students' learning were main obstructs. Conclusion: PLC was a good support for teachers implementing TGfU. TGfU's PLC plaforms could be built.

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