The Needs Study on In-service Education of Adapted Physical Education for Resource Class Teachers in Elementary Schools

• Main Authors: PENG,CHEN-YAO, 彭臻瑤
• Other Authors: LEE,WEI-CHING
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/27bgpc

碩士 === 國立體育大學 === 適應體育學系 === 107 === This study explores the needs of resource class teachers in ele-mentary schools with regards to in-service education of adapted physical education. Our results will be used as a reference for future teachers’ in-service education. The data was collected by distributing the “The Assessment Questionnaire on Needs of Adapted Physical In-service Education for Public elementary school Resource Class Teachers” to a group of research teachers from unspecialized resource classes in 126 public elementary schools in the municipality. A total of 413 questionnaires were distributed, 396 recycling questionnaires and 311 valid filled-in questionnaires were received for a validity rate of 75.3%. The statistical methods were used including percentage, mean, standard deviation, chi-square, variance analysis, the Scheffé method, and others to analyze the data. The main conclusions of our study are as follows: I. Comparative Analysis of how Public elementary school Resource Teachers on Adapt to Professional Physical Education Training. (I)In-service education channels 1. With regards to the needs of in-service education channels , the public elementary school resource class teachers preferred “part-time training”, “public training”, “full-time training”, and “unpaid-leave training”. 2. There are no significant differences regarding public elementary school resource teachers’ needs for the needs of in-service educa-tion channels when examining factors such as of gender, diploma, the seniority of special education, the background of special ed-ucation, job site, knowledge with adapted physical education, and knowledge about and familiarity with adapted physical education. (II)In-service education Methods 1. With regards to the training methods, the public elementary school resource class teachers preferred “participating in research studies”, “advanced degree programs”, “observational training”, and “training for graduate degree credits”. 2. There are no significant differences regarding public elementary school resource teachers’ needs for the needs in-service education methods when examining factors such as of gender, diploma, the seniority of special education, the background of special education, job site, knowledge with adapted physical education, and knowledge about and familiarity with adapted physical education. (III)In-service education Times 1. With regards to in-service education times, the public elemen-tary school resource class teachers preferred the “summer vaca-tion”, “other seasons”, “night classes” and “weekends”. 2. There are no significant differences regarding public elementary school resource teachers’ needs for the needs in-service education times when examining factors such as of gender, diploma, the seniority of special education, the background of special education, job site, knowledge with adapted physical education, and knowledge about and familiarity with adapted physical education. (IV)In-service education Institutions 1. With regards to in-service education institutions, the public elementary school resource teachers preferred “other high schools, elementary schools or special education schools”, “teacher’s col-leges or universities”, “special departments, academies or educa-tion programs in universities”, “teacher study centers”, “special education (resource) centers”, “The National Taiwan Normal Uni-versity Sports Research and Development Center”, and “various associations”. 2. There are no significant differences regarding public elementary school resource teachers’ needs for in-service education institu-tions when examining factors such as of gender, diploma, the seniority of special education, the background of special education, job site, knowledge with adapted physical education, and knowledge about and familiarity with adapted physical education. II. Comparison of the Content of Professional In-service Educa-tion Courses (I) In terms of familiarity or aptitude, the top three unspecialized sources were “Sports Physiology for Physical Education”, “Con-sultation and Counseling for Athletes with Physical and Mental Disabilities”, “Analysis of Physical Education Teaching Behavior”. The public elementary school resource class teachers for male is better than female for the content of professional in-service edu-cation courses , and there are no significant differences regarding public elementary school resource teachers’ needs for in-service education courses when examining factors such as of diploma, the seniority of special education, the background of special education, job site, knowledge with adapted physical education, and the knowledge about and familiarity with adapted physical education. (II) In terms of familiarity or aptitude, the top three unspecialized sources were “Sports Physiology for Physical Education”, “Con-sultation and Counseling for Athletes with Physical and Mental Disabilities”, “Analysis of Physical Education Teaching Behavior”. The public elementary school resource class teachers’ for the bachelor and faculty degree, they have many needs of the content of professional in-service education courses than the teacher with master degree , and there are no significant differences regarding national elementary school resource teachers’ needs for in-service education courses when examining factors such as of gender, the seniority of special education, the background of special education, job site, knowledge with adapted physical education, and knowledge about and familiarity with adapted physical education. Keyword：adapted physical education, in-service education , resource class