PDF(Pubmed)
Abstract：
UNASSIGNED: This study set out to understand the association between teaching practices, teacher confidence, competence, self-efficacy, and the resulting student outcomes.
UNASSIGNED: Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA).
UNASSIGNED: A total of ten primary schools were involved, including 597 children (age range: 10-12 years, grade 4-6) and 16 grade 4-6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1% ± 8.6%), reflection (3.4% ± 2.3%), and warm-up (2.9% ± 2.0 %). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21-30 children) were found to have more positive feedback than larger ones (41-50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and self-efficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21-30 children enjoyed significantly better scores in self-efficacy than classes with 41-50 children. They also scored more highly in confidence and competence than classes with 41-50 and 51-60 pupils.
UNASSIGNED: The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country.
UNASSIGNED: Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA).
UNASSIGNED: A total of ten primary schools were involved, including 597 children (age range: 10-12 years, grade 4-6) and 16 grade 4-6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1% ± 8.6%), reflection (3.4% ± 2.3%), and warm-up (2.9% ± 2.0 %). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21-30 children) were found to have more positive feedback than larger ones (41-50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and self-efficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21-30 children enjoyed significantly better scores in self-efficacy than classes with 41-50 children. They also scored more highly in confidence and competence than classes with 41-50 and 51-60 pupils.
UNASSIGNED: The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country.
摘要：
■本研究旨在了解教学实践之间的关联，教师的信心,能力,自我效能感,以及由此产生的学生成绩。
■通过视频记录收集有关教学行为的数据，然后使用主观察工具进行评估。关于人口统计的信息，自我报告的教学信心，能力,自我效能感,并使用问卷收集学生成绩。教师特征之间的联系，以及教师和/或学生结果变量使用单向方差分析(ANOVA)进行检验.
■共有10所小学参与,包括597名儿童（年龄范围：10-12岁，4-6年级）和16名4-6年级体育教师（有16个体育课）。大部分体育课时间用于训练形式活动(60.2%±9.1),其次是教学时间(33.1%±8.6%)，反射（3.4%±2.3%），和预热（2.9%±2.0%）。据观察，城市地区的教学行为和学生成绩明显优于农村地区。发现较小的班级（21-30名儿童）比较大的班级（41-50名儿童）有更多的积极反馈。具有10年以上教学经验的体育教师报告说，与具有10年以下经验的教师相比，具有更多的教学能力和自我效能感。班级人数为21-30名儿童的体育教师的自我效能感得分明显高于41-50名儿童的班级。与41-50和51-60名学生相比，他们在信心和能力方面的得分也更高。
■当前的研究证实，教师将很大一部分上课时间用于体育提供培训形式的活动，其次是教学时间。教学行为和学生成绩与地点和班级规模有关，但不是性别。该研究有助于我们对中国小学体育教学的理解，并为改善该国未来的体育教学策略提供了初步证据。
■通过视频记录收集有关教学行为的数据，然后使用主观察工具进行评估。关于人口统计的信息，自我报告的教学信心，能力,自我效能感,并使用问卷收集学生成绩。教师特征之间的联系，以及教师和/或学生结果变量使用单向方差分析(ANOVA)进行检验.
■共有10所小学参与,包括597名儿童（年龄范围：10-12岁，4-6年级）和16名4-6年级体育教师（有16个体育课）。大部分体育课时间用于训练形式活动(60.2%±9.1),其次是教学时间(33.1%±8.6%)，反射（3.4%±2.3%），和预热（2.9%±2.0%）。据观察，城市地区的教学行为和学生成绩明显优于农村地区。发现较小的班级（21-30名儿童）比较大的班级（41-50名儿童）有更多的积极反馈。具有10年以上教学经验的体育教师报告说，与具有10年以下经验的教师相比，具有更多的教学能力和自我效能感。班级人数为21-30名儿童的体育教师的自我效能感得分明显高于41-50名儿童的班级。与41-50和51-60名学生相比，他们在信心和能力方面的得分也更高。
■当前的研究证实，教师将很大一部分上课时间用于体育提供培训形式的活动，其次是教学时间。教学行为和学生成绩与地点和班级规模有关，但不是性别。该研究有助于我们对中国小学体育教学的理解，并为改善该国未来的体育教学策略提供了初步证据。
