體育教師教學自我效能與科技教學內容知識關係之探討   全文下載

An Investigation of Taiwanese Physical Education Teachers’ Teaching Self-Efficacy and Their Technological Pedagogical and Content Knowledge (TPACK)

過往關於科技融入教學的研究大多以認知類的學科為研究對象，較少針對技能為主的學科進行探討，因此，本研究目的在於探討體育教師教學自我效能，以及科技教學內容知識之間的關係，並運用結構方程模式進行資料分析。以359位國中體育教師為研究對象，調查其教學自我效能及科技教學內容知識的認知，並進一步了解兩者之間的關聯性。研究結果顯示，問卷工具之驗證性因素分析及路徑分析的各項配適度指標皆屬良好，同時也發現體育教師的教學知識效能可正向預測其科技教學知識與科技內容知識；而體育教師的運動技術效能則可直接正向預測其科技教學內容知識。值得一提的是，體育教師的教學成效預期皆無法顯著預測其科技教學內容知識的所有面向。

This study aimed to explore the relationships among physical education (PE) teachers’ teaching self-efficacy and their technological pedagogical and content knowledge (TPACK) by adopting the structural equation modeling technique. A total of 359 Taiwanese in-service PE teachers in junior high schools participated in this study. This study used two questionnaires, namely the teaching self-efficacy survey (containing teaching outcome expectancy, knowledge efficacy, and motor skill efficacy) to assess PE teachers’ perceptions of teaching self-efficacy, and the TPACK survey (including technological pedagogical knowledge, technological content knowledge and technological pedagogical content knowledge) to investigate their confidence in their TPACK. The results showed that both instruments exhibit satisfactory validity and reliability by confirmatory factor analysis. Structural equation modeling was used to evaluate the fit of the hypothetical model and the results indicated that all of the goodness-of-fi t indexes reached acceptable values in path analysis. In this study, PE teachers’ knowledge efficacy could positively predict both of their technological pedagogical knowledge (TPK) and technological content knowledge (TCK). Moreover, PE teachers’ technological pedagogical content knowledge (TPCK) was positively predicted by their TPK and TCK. Furthermore, PE teachers’ motor skill efficacy has a positive prediction on TPCK. However, PE teachers’ teaching outcome expectancy could not predict their TPK, TCK and TPCK in a significant way.