師資培育者在體育教材教法課自我研究的發展與實踐歷程

The teacher educator’s role in devising teaching materials and methods of physical education self-study in teaching and teacher education practice (S-STEP) development and application

緒論：體育教材教法是職前師資培育課程的核心，本研究旨在透過「師資培育實踐自我研究」（self-study of teaching and teacher education practices, S-STEP）來促進師培者的教學實踐。運用對話和批判性反思，提高專業發展和教學實踐的能力。方法：本研究以身為初任師資培育研究者本身為主體，並由研究者所教授的中等體育教材教法課中，採立意取樣5名體育師資生做為研究對象。資料蒐集以半結構式訪談、參與觀察、自傳性文件、教學反思紀錄表、課堂文件，以持續比較和歸納方式分析資料。結果：S-STEP闡述「我」在教學實踐脈絡下，嘗試注重從實際行動中發現問題並解決問題，促進師培者與師資生之間的對話和反思，以「起跑預備：多重教學者的角色觀點與課程能朝向探究取向之教學」，「跑道上的行動與思考：看見體育師資生的學習歷程，相互交織的課程發展與教學實踐」，以及「衝向課程終點的反思：探究教學實踐的旅程中獲得成長」。教學實踐的研究者，反思在教學實踐過程中的困惑遲疑、焦慮矛盾、肯定與喜悅，並進一步探討體育教材教法課，作為體育師資培育核心課程的價值和意義。在S-STEP教學實踐中，研究者對教學信念、專業發展和專業認同進行反思，試圖透過改變和重構教材教法課堂，用以提高師資生學習如何教體育的能力。結論：S-STEP可作為體育師培者在職前體育師資培育階段，實施教學實踐研究的有效方式，協助體育師培者釐清教學場域的主體與教育價值，提供增能培力之新策略。

Introduction: Teaching Materials and Methods of Physical Education (TMM-PE) is the core curriculum of the preservice teacher training program. The purpose of this study was to transform teaching practice in physical education teacher education (PETE) by applying self-study of teaching and teacher education practices (S-STEP), which could improve professional development and teaching practice through dialogue and critical reflection. Methods: I, an initial PETE educator, purposively selected five physical education preservice teachers from my Teaching Material and Methods of Physical Education class. I adopted a qualitative research method, including class observations, interviews, professional dialogue, and teaching reflection journals. I transcribed all data and then analyzed them using the inductive method. Results: In the context of teaching practice, I used S-STEP to focus on discovering and solving problems through practical actions. S-STEP could promote dialogue between the teacher educator and preservice teachers and facilitate reflection. The results were divided into three phases:“On your marks: The multiplex roles of the teacher’s perspective and toward an inquiry approach to teaching practice”;“Action and reflection on the runway: The intersection of the preservice teachers’learning process and curriculum development and teaching practice”; and“Rushing to the finish line of curriculum reflection: Exploring the journey of teaching practice and personal growth.”The researcher reflected on“confusion and hesitation,”“anxiety and contradiction/being overwhelmed,”and“acceptance and joy”in the process of teaching practice and further explored the value and significance of the TMM-PE curriculum as the core curriculum in PETE. During the S-STEP teaching practice, the researcher reflected on teaching beliefs, professional development, and professional identity and attempted to change and reconstruct the curriculum to improve student learning. Conclusion: The concept and practice principles of S-STEP could promote the value and significance of teaching practice research. In addition, it could also improve professional growth and provide strategies for research on the quality of PETE.