| 英文摘要 |
The purpose of this study was to explore student teachers’ (STs) implementation of Teaching Games for Understanding (TGfU) during their teaching practice in a secondary school. Student teachers’ perception, teaching practice, and reflection of their teaching practice were examined during 5 weeks teaching practicum. Four participants (2 males and 2 females) were selected from the teaching practicum course. Qualitative research method was adopted, including class observations, interviews, and professional dialogue with the university supervisor, and teaching reflection journals. All gathered data were transcribed and then analysed with the inductive method. Firstly, the results indicated that STs’ perception was focused on a student-centered orientation and tactical awareness, teaching skills, expression, creativity, observation and classroom management skills. Secondly, in terms of teacher education program, the designing games activities, the implementation of the successful experience, the limits of time and equipment factors, time management, students’ acceptance were the major parts while STs implemented TGfU. Cooperating teachers’ (CTs) support or lack thereof and problem-solving context of the situation were encountered during the STs’ implementation. Finally, in terms of the teaching reflection, STs’ past experience, professional knowledge and ability, students’ ability and students’ motivation and different competency levels, assessment process, and learning environment were major factors. Implications extracted for the future showed that: 1.To assist CTs and UTs to build teachers’ professional development network platform; 2.To build TGfU community data base; 3.To enhance the STs’ self-efficacy. |
