幼兒體能教師教學信念與有效教學表現關係之研究

Relationships of teaching beliefs and effective teaching performances for preschool physical education teachers

目的：探討幼兒體能教師教學信念與有效教學表現之關係。方法：本研究首先訪談13位幼兒體能專家教師，以瞭解幼兒體能教師的教學信念及其有效教學表現之內涵，接著編製「幼兒體能教師教學信念與有效教學表現量表」。本研究採分層隨機抽樣法選出樣本，以郵寄方式寄出619份問卷，總共回收440份有效問卷回收率為71％。結果：教學信念各層面與有效教學表現各個層面之間有相關存在，而「教師效能」信念對有效教學表現各層面的相關情形較高。教學信念中的「教師效能」、「師生關係」及「教學技巧」變項可有效預測教師「計畫與準備」的表現；教學信念中的「教師效能」、「教學技巧」及「師生關係」變項可有效預測教師「教學互動」的表現；教學信念中的「教師效能」、「師生關係」及「器材運用」變項，可有效預測教師「教學氣氛」的表現。結論：幼兒體能教師的教學信念與有效教學表現息息相關，教師教學信念對其有效教學表現具有預測力。Purposes: To investigate the relationship of teaching beliefs and effective teaching performances of preschool physical education teachers. Methods: Firstly, thirteen experienced preschool physical education teachers were interviewed in order to understand the concepts of teaching beliefs and effective teaching performances of preschool physical education teachers. Based on the qualitative data, a questionnaire was developed and Sixty hundreds nineteen were sent by mail to preschool physical education teachers in Taiwan. Stratified random sampling was used for the targeted sample population. Four hundreds forty completed surveys were received (71%) and analyzed. Results: There were significant (p< .05) correlations between each dimension of teacher teaching beliefs and each dimension of teacher effective teaching performances, the 'teacher efficacy' belief showed higher correlation with each dimension of effective teaching performances than the other variables. The 'teacher efficacy', 'teacher-student relationships', and 'teaching skills' of teachers teaching beliefs could predict the 'plans and preparations' from the effective teaching performances. Furthermore, the 'teacher efficacy', 'teaching skills' and 'teacher-student relationships' of teachers teaching beliefs could predict the 'teaching interaction' of effective teaching performances. Finally, the 'teacher efficacy', 'teacher-student relationships', and 'apparatuses applications' of teachers' teaching beliefs could predict the 'teaching atmosphere' of effective teaching performances. Conclusions: There were not only positive correlations between teaching beliefs and effective teaching performances of teacher, but also there were predictability of teaching beliefs towards effective teaching performances of teacher.