An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea
Abstract
:1. Introduction
2. Theoretical Framework
2.1. Teaching Functions in Physical Education
2.2. Characteristics and Limitations of Physical Education Teacher Evaluation Research
3. Method
3.1. Delphi Method
3.2. Delphi Method Participants
3.3. Delphi Method Procedure
3.4. Questionnaire Development
3.5. Data Analysis
3.6. Ethics
4. Results
4.1. First Round
4.2. Second and Third Rounds
4.3. Final Reflective Evaluation Tool’s Questions and Criteria
5. Discussion
6. Conclusions and Suggestions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Stage | Domains | Questions | ||
---|---|---|---|---|
Agree | Disagree | |||
1. Preparing for class | Creating a learning environment | 1-1-1. Data on a suitable place 1-1-2. Securing teaching material and spaces 1-1-3. Safety inspection of the learning place | 1-1-4. Preparing for the learning materials 1-1-5. Creating an enjoyable class atmosphere | |
2. Introduction | 2-1. Routine activity (start) | 2-1-1. Attendance and uniform check 2-1-2. Health check 2-1-3. Warm-up | 2-1-4. Using the rules 2-1-5. Smooth progress | |
2-2. Learning goals and task presentation | 2-2-1. Attention 2-2-2. Recall of previous learning contents 2-2-3. Appropriateness of learning goals and tasks 2-2-4. The clarity of task presentation 2-2-5. Use of demonstrations, media, and cues | 2-2-6. Use of appropriate language 2-2-7. Motivation 2-2-8. Use of various questions 2-2-9. Giving students a role 2-2-10. Safety education | ||
3. Development | 3-1. Class strategy | 3-1-1. Use of various teaching and learning methods 3-1-2. Providing tasks that consider the characteristics of learners 3-1-3. Integrated operation of learning content 3-1-4. Teaching method that considers learner characteristics | 3-1-5. Promoting understanding through demonstrations, media, and cues 3-1-6. Providing tasks based on the level of development of the tasks 3-1-8. Checking the progress of learning | 3-1-7. Organizing and guiding learning |
3-2. Observation and interaction | 3-2-1. Providing feedback 3-2-2. Using a questionnaire 3-2-3. Creating an atmosphere for communication 3-2-4. Inducing interaction with others | 3-2-5. Verbal and nonverbal communication 3-2-6. Fair and equal treatment | ||
3-3. Maintaining the learning environment | 3-3-1. Appropriateness of the place based on the activity 3-3-2. Appropriateness of the learning organization 3-3-3. Efficient control and operation of class hours 3-3-4. Providing sufficient learning time | 3-3-5. Sufficient use of teaching material or media 3-3-6. Inappropriate behavior during instruction 3-3-7. Securing the continuous safety of the learning environment | ||
4. Conclusion | 4-1. Routine activity (finish) | 4-1-1. Cool down 4-1-3. Patient check 4-1-4. Smooth progress | 4-1-2. Organizing learning materials | |
4-2. Summary and closure | 4-2-1. Confirmation of the understanding of learning contents 4-2-2. Learning process and outcome evaluation | 4-2-3. Encouraging students 4-2-4. Learning transfer 4-2-5. Previewing the next lesson |
Stage | Domains | Questions | Expert Opinion | Note |
---|---|---|---|---|
3. Development | 3-1. Class strategy | 3-1-7. Is the organization of the learning (individual or group) appropriate? | -Rules can be more effective when applied in advance -It should be included in the questions related to the smooth development of routine activities | Delete |
4. Conclusion | 4-1. Routine activity (finish) | 4-1-2. Do you give and guide students (groups) roles to organize the learning materials? | It should be included as a question related to class rules or routine activities | Delete |
Stage | Domains | Questions | Expert Opinion | Note |
---|---|---|---|---|
2. Introduction | 2-1. Routine activity (start) | 2-1-4. Do you set and use the rules necessary for the class? | It should be presented as an example of student roles and routine activities or evaluation criteria | Included in 2-2-10 |
There are rules and student roles for various activities such as warm-up exercises, learning material preparation, and group formation | ||||
There are no set rules and the teacher presents extempore | ||||
3. Development | 3-1. Class strategy | 3-1-2. Are teaching and learning methods that reflect the characteristics of schools or learners appropriately utilized? | -The difference from other questions related to student characteristics is unclear -The evaluation criteria are ambiguous-More specific content is needed | Included in 3-1-4 |
A teaching method reflecting the region and culture of the school is applied | ||||
General class with no specific meaning |
Round 2 | Round 3 | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
Stage | Domains | Questions | M | SD | CVR | CV | M | SD | CVR | CV |
1 | 1-1 | 1 | 4.6 | 0.52 | 1.00 | 0.11 | 4.8 | 0.42 | 1.00 | 0.09 |
2 | 4.6 | 0.52 | 1.00 | 0.11 | 4.9 | 0.32 | 1.00 | 0.06 | ||
3 | 4.7 | 0.48 | 1.00 | 0.10 | 4.7 | 0.67 | 0.80 | 0.14 | ||
4 | 4.6 | 0.52 | 1.00 | 0.11 | 4.4 | 0.52 | 1.00 | 0.12 | ||
5 | 4.3 | 0.67 | 0.80 | 0.16 | 4.5 | 0.53 | 1.00 | 0.12 | ||
2 | 2-1 | 1 | 4.2 | 0.63 | 0.80 | 0.22 | 4.4 | 0.52 | 1.00 | 0.12 |
2 | 4.3 | 0.95 | 0.80 | 0.22 | 4.7 | 0.48 | 1.00 | 0.10 | ||
3 | 4.2 | 0.92 | 0.80 | 0.22 | 4.9 | 0.32 | 1.00 | 0.06 | ||
4 | 4.3 | 1.06 | 0.60 | 0.25 | ||||||
5 | 4.6 | 0.52 | 1.00 | 0.11 | 4.7 | 0.48 | 1.00 | 0.10 | ||
2-2 | 1 | 4.7 | 0.48 | 1.00 | 0.10 | 4.8 | 0.42 | 1.00 | 0.09 | |
2 | 4.1 | 0.88 | 0.80 | 0.21 | 4.8 | 0.42 | 1.00 | 0.09 | ||
3 | 4.2 | 0.92 | 0.80 | 0.22 | 4.9 | 0.32 | 1.00 | 0.06 | ||
4 | 4.6 | 0.70 | 0.80 | 0.24 | 4.8 | 0.42 | 1.00 | 0.09 | ||
5 | 4.5 | 0.97 | 0.80 | 0.37 | 4.8 | 0.42 | 1.00 | 0.09 | ||
6 | 4.6 | 0.52 | 1.00 | 0.11 | 4.8 | 0.42 | 1.00 | 0.09 | ||
7 | 4.4 | 0.70 | 0.80 | 0.16 | 4.9 | 0.32 | 1.00 | 0.06 | ||
8 | 4.5 | 0.71 | 0.80 | 0.16 | 4.8 | 0.42 | 1.00 | 0.09 | ||
9 | 4.4 | 0.70 | 0.80 | 0.35 | 4.6 | 0.70 | 0.80 | 0.15 | ||
10 | 4.4 | 0.70 | 0.80 | 0.16 | 4.7 | 0.48 | 1.00 | 0.10 | ||
3 | 3-1 | 1 | 4.8 | 0.42 | 1.00 | 0.09 | 4.8 | 0.63 | 0.80 | 0.13 |
2 | 4.0 | 1.05 | 0.40 | 0.26 | ||||||
3 | 4.8 | 0.42 | 1.00 | 0.09 | 4.8 | 0.42 | 1.00 | 0.09 | ||
4 | 4.4 | 0.70 | 0.80 | 0.32 | 4.6 | 0.52 | 1.00 | 0.11 | ||
5 | 4.4 | 0.70 | 0.80 | 0.40 | 4.8 | 0.42 | 1.00 | 0.09 | ||
6 | 4.4 | 0.70 | 0.80 | 0.16 | 4.8 | 0.42 | 1.00 | 0.09 | ||
7 | 4.5 | 0.97 | 0.80 | 0.22 | 4.7 | 0.48 | 1.00 | 0.10 | ||
3-2 | 1 | 4.3 | 0.95 | 0.80 | 0.22 | 4.7 | 0.48 | 1.00 | 0.10 | |
2 | 4.6 | 0.52 | 1.00 | 0.11 | 4.9 | 0.32 | 1.00 | 0.06 | ||
3 | 4.2 | 0.92 | 0.80 | 0.22 | 4.8 | 0.42 | 1.00 | 0.09 | ||
4 | 4.5 | 0.71 | 0.80 | 0.16 | 4.6 | 0.52 | 1.00 | 0.11 | ||
5 | 4.8 | 0.42 | 1.00 | 0.09 | 4.7 | 0.48 | 1.00 | 0.10 | ||
6 | 4.7 | 0.48 | 1.00 | 0.10 | 5.0 | 0.00 | 1.00 | 0.00 | ||
3-3 | 1 | 4.4 | 0.70 | 0.80 | 0.16 | 4.6 | 0.52 | 1.00 | 0.11 | |
2 | 4.3 | 0.67 | 0.80 | 0.25 | 4.6 | 0.52 | 1.00 | 0.11 | ||
3 | 4.6 | 0.52 | 1.00 | 0.11 | 4.7 | 0.48 | 1.00 | 0.10 | ||
4 | 4.8 | 0.42 | 1.00 | 0.19 | 4.9 | 0.32 | 1.00 | 0.06 | ||
5 | 4.4 | 0.70 | 0.80 | 0.16 | 4.7 | 0.48 | 1.00 | 0.10 | ||
6 | 4.7 | 0.48 | 1.00 | 0.10 | 4.9 | 0.32 | 1.00 | 0.06 | ||
7 | 4.4 | 0.70 | 0.80 | 0.16 | 4.8 | 0.42 | 1.00 | 0.09 | ||
4 | 4-1 | 1 | 4.3 | 0.67 | 0.80 | 0.16 | 4.8 | 0.42 | 1.00 | 0.09 |
2 | 4.6 | 0.70 | 0.80 | 0.19 | 4.7 | 0.48 | 1.00 | 0.10 | ||
3 | 4.6 | 0.52 | 1.00 | 0.11 | 4.4 | 0.52 | 1.00 | 0.12 | ||
4-2 | 1 | 4.5 | 0.71 | 0.80 | 0.19 | 4.7 | 0.48 | 1.00 | 0.10 | |
2 | 4.3 | 0.67 | 0.80 | 0.16 | 4.6 | 0.52 | 1.00 | 0.11 | ||
3 | 4.6 | 0.52 | 1.00 | 0.11 | 4.5 | 0.53 | 1.00 | 0.12 | ||
4 | 4.3 | 0.67 | 0.80 | 0.16 | 4.8 | 0.42 | 1.00 | 0.09 | ||
5 | 4.6 | 0.52 | 1.00 | 0.11 | 4.8 | 0.42 | 1.00 | 0.09 |
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Kim, C.-M.; Kwak, E.-C. An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea. Sustainability 2022, 14, 8195. https://doi.org/10.3390/su14138195
Kim C-M, Kwak E-C. An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea. Sustainability. 2022; 14(13):8195. https://doi.org/10.3390/su14138195
Chicago/Turabian StyleKim, Chul-Min, and Eun-Chang Kwak. 2022. "An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea" Sustainability 14, no. 13: 8195. https://doi.org/10.3390/su14138195