The purpose of this study was to develop an evaluation tool that could help pre-service teachers develop their teaching skills. As for the research method, the Delphi technique was used to collect opinions from physical education professor evaluation experts. The survey was conducted three times and various opinions of experts were collected and analyzed. The newly constructed evaluation tool consists of 46 questions for class preparation (the creation of the learning environment), the introduction (routine activities, learning goals, and task presentation), development (class strategy, observation and interaction, and the maintenance of the learning environment), and conclusion (routine activities, summary, and closure). It was designed to increase the accuracy of evaluation by developing evaluation criteria for each question. An evaluation tool including quantitative and qualitative methods for use in pre-service physical education teacher education was developed. The significance of this study is the development of an effective evaluation tool that can evaluate the core teaching behaviors in the field of physical education. This evaluation tool should be used as a learning tool that includes planning, operation, evaluation, and seeking improvement measures through reflective activities. If pre-service teacher education institutions apply this evaluation tool in their teacher training programs, it would be a great chance to learn how to develop and sustain teaching abilities and effectiveness.
The purpose of this study was to develop a reflective evaluation tool that can enhance the teaching competency of pre-service physical education teachers. A Delphi survey was conducted to modify the questions based on the evaluation tool for the teaching competency of physical education teachers, and each evaluation standard based on teaching competency was developed. The evaluation tool consisted of 46 questions for class preparation (the creation of the learning environment), the introduction (routine activities, learning goals, and task presentation), development (class strategy, observation and interaction, and the maintenance of the learning environment), and conclusion (routine activities, summary, and closure). It was designed to increase the accuracy of evaluation by developing evaluation criteria for each question. An evaluation tool including quantitative and qualitative methods for use in pre-service physical education teacher education was developed. The significance of this study was the development of an effective evaluation tool that can evaluate the core teaching behaviors in the field of physical education. This evaluation tool should be used as a learning tool that includes planning, operation, evaluation, and seeking improvement measures through reflective activities. If pre-service teacher education institutions apply this evaluation tool in their teacher training programs, it would be a great chance to learn how to develop and sustain teaching abilities and effectiveness.
The purpose of this study was to investigate the task presentation situations and perspectives of secondary education Korean dance teachers in terms of sustainable teaching effectiveness. The subjects included two teachers with 5 years of experience, two with 6–15 years of experience, and one with more than 16 years of experience. Jazz dance and Korean folk dance were the tasks for the study. For data collection, 20 classes were videotaped by research assistants. Data were analyzed using the Qualitative Measurement Teacher Performance System (QMTPS) and reliability was set to 90. Interviews were also conducted to collect more detailed information on their task presentation. The results of this study show that the less experienced the teacher, the lower their QMTPS scores, as well as their students’ attention to and perception of task presentation. Checking for students’ understanding of the task was unclear and stereotyped. All teachers indicated that their knowledge on task presentation was very poor and few specified that education was provided during their in-service teacher training programs. The findings indicate that teacher training programs should provide specific information and experience on task presentation for sustainable effective teaching skills.
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