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RISS 인기검색어
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- 저자 : Phillip Ward (검색결과 3 건)
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Content Knowledge Courses in Physical Education Programs in South Korea and Ohio
Phillip Ward,Weidong Li,Insook Kim,이윤수 한국체육학회 2012 International journal of human movement science Vol.6 No.1
Lack of content knowledge in teachers is one of the most challenging tasks confronting teacher education. We examine the extent to which content knowledge taught in pre-service physical education licensure programs in South Korea and Ohio focused on the performance of content or the teaching of content. One representative syllabus from each of 21 (87%) South Korean licensure programs and 17 (61%) of Ohio licensure programs were examined to determine the percentage of the grade assigned to performance and teaching of content. One-way and two-way Chi-square analyses were conducted. All of the programs in South Korea focused exclusively on performance. In Ohio, a majority of programs focused on performance. South Korea and Ohio licensure programs are more similar than different in their emphasis on performance of content over the teaching of content. This finding raises questions about how pre-service teachers in physical education acquire knowledge to teach content.
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이한주,고봄나,Phillip Ward,이태구,Kelsey Higginson,Yaohui He,이윤수 국민체육진흥공단 한국스포츠정책과학원 2018 체육과학연구 Vol.29 No.4
[Purpose] Common content knowledge(CCK) is composed of rules, techniques, and tactics. Such knowledge is a requirement for effective teaching of physical education (PE). There are, however, few validated tests of CCK. Thus, the purpose of this study was to develop a CCK test of soccer and evaluate the validity and reliability of the test using Rasch modeling (Rasch, 1980). [Methods] We developed thirty item common content knowledge test for soccer. Then, we used Rasch modeling to evaluate the validity and reliability of a test of soccer. Pre-service teachers (N=92) majoring in physical education and non-PE major (N=111) participated in this study. [Results] Thirty questions demonstrated good item-model fit. Moderately high internal consistency for person-ability and high internal consistency for item-difficulty are reported. Both Infit and Outfit statistics showed a good fit between the data and the Rasch model. [Conclusions] The analysis provides evidence to support the validity and reliability of this instrument as a CCK test of soccer. Limitations of the study were discussed and suggestions were provided to improve the test. [목적] Ward (2009)는 일반내용지식(CCK)을 신체활동과 관련된 (가) 규칙, 안전, 에티켓, (나) 기술, 그리고 (다) 전술의 세 가지 범주의 지식으로 구분하였다. 많은 연구자들이 내용지식이 교수내용지식(PCK)의 중요한 부분임을 강조했음에도 불구하고 내용지식에 대한 논의와 연구는 매우 제한적이다. 이 연구의 목적은 (1) 축구관련 CCK 검사도구를 개발하고 (2) Rasch 모형을 이용하여 신뢰도와 타당도를 평가하는 것이다. [방법] 연구자들은 축구에 대한 지식검사 30문항을 개발하였다. 그런 다음 Rasch 모형을 사용하여 축구 지식검사도구의 타당성과 신뢰성을 평가하였다. 타당화 연구를 위해 체육을 전공한 예비교사(N = 92)와 체육 전공이 아닌 대학생(N = 111)이 연구에 참여했다. [결과] 연구결과 30개의 문항이 내 외적합성에서 긍정적으로 나타났다. Infit과 Outfit 통계는 모두 데이터와 Rasch 모델 사이에 적합하였다. 수행능력과 문항난이도는 높은 내부 일관성이 나타났다. [결론] 이 연구는 개발한 축구단원 일반내용 지식검사 (CCK) 도구가 타당성과 신뢰성을 갖춘 검사도구임을 검증하였다. 연구의 한계를 서술하였고, 축구단원 CCK 검사도구를 개선하기 위한 논의를 하였다.
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Care Enacted by Two Elementary Physical Education Teachers and Their Students
Paul T. Stuhr,Sue Sutherland,Phillip Ward 한국체육학회 2011 International journal of human movement science Vol.5 No.1
Positive, supportive teacher-student relationships can produce behaviors (e.g., helping tendencies, generosity, and interpersonal understanding) that represent an ethic of care (Noddings, 1992). Teachers who are able to build close caring relationships with students are likely to have students with higher student engagement and achievement (Pianta, Stuhlman, & Hamre, 2002). Using a phenomenological design we examined the lived-experience of care produced and enacted by two physical education teachers and their 5th grade students. Findings indicated that the physical education teachers did find fostering caring and supportive relationships with students as having an impact on achieving learning objectives within class. Specifically, four themes from the data supported the care framework (Noddings, 1984) used in this study: (a) establishing a care relationship is primary, (b) using intentional dialogue, (c) valuing the caring-learning association, and (d) understanding the importance of reciprocity. Findings from this study challenge readers to conceptualize care situated within their own physical education context.
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