The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education

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Autor/inn/en	Jung, Hyunwoo; Choi, Euichang
Titel	The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education
Quelle	In: Physical Education and Sport Pedagogy, 21 (2016) 2, S.121-136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2014.923990
Schlagwörter	Foreign Countries; Physical Education Teachers; Teacher Behavior; Middle School Teachers; Middle School Students; Grade 8; Holistic Approach; Teacher Effectiveness; Student Motivation; Physical Activities; Teaching Styles; Ethnography; Case Studies; Participant Observation; Data Analysis; Teacher Characteristics; Intonation; Humor; Expressive Language; Nonverbal Communication; Dress Codes; Role Models; Teacher Student Relationship; Caring; Teacher Influence; Teaching Methods; Positive Reinforcement; Coeducation; Social Development; Moral Development; Grounded Theory; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher behaviour; Lehrerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Holistischer Ansatz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulische Motivation; Lehrstil; Unterrichtsstil; Ethnografie; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Auswertung; Humoristische Darstellung; Non-verbal communication; Nonverbale Kommunikation; Kleiderordnung; Identifikationsfigur; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Koedukation; Soziale Entwicklung; Moralische Entwicklung
Abstract	Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of the process of teacher behaviour. A holistic approach for teaching behaviour is needed in order to give students educational experiences. Aims: Drawing on the studies of implicit ways of teaching, the aim of this paper is to provide a new approach of researching teacher behaviour in order to understand the social and moral assumptions and to promote students' motivation to engage in physical activities that are embedded in the act of teaching in physical education through the identification of indirect teaching behaviour (ITB). Method: An ethnographically informed case study based on participant observation (eight months) was employed. The researcher observed students in two 8th-grade (13 years old) co-ed physical education classes in South Korea. Participant observation was supported by participant observer field notes, audio/video recordings of classes, questionnaires, and interviews. Findings: Through inductive analysis of the data, the multiple ITBs were identified including tone of voice and intonation, humour, facial expressions and gestures, dress code and setting an example, touch, encouragement, and care. ITB had a powerful influence on students' social and moral development in terms of reflecting on themselves by the teacher's positive modelling, cooperating with other friends and learning the intrinsic value of physical activities and sports. ITB was also found to impact the student's perceptions of physical education and their physical education teachers, which seems to encourage them to learn more about the lesson. Conclusions: An understanding of ITB will help broaden the perspectives on teaching methods used and studies conducted in physical education beyond the dominant approach of DTBs. Teachers need to reflect upon their behaviour in the physical education class, even if their teaching behaviours are regarded as trivial. Furthermore, the understanding of ITB can also play a pivotal role in encouraging pupils to enjoy the intrinsic value of physical education centred on moral values, and fostering a passion for physical activity that extends into participation for life. In this sense, this insight suggests that researchers re-examine the power of ITB in relation to teachers' professional competence. Teacher educators need to intentionally cultivate the character of teacher candidates in their professional preparation phase in addition to ITB-related studies in physical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01