A Case Study on a Veteran Physical Education Teacher's Experiences to Improve Physical Education Instruction
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The purpose of this research was to understand the reasons for a veteran physical education teacher's effort to improve his instruction and the experiential meaning of it. The research participant, Dongkil Kim, is a male physical education teacher working for Y junior high school. Data were collected through 3-stage phenomenological interviews suggested by Seidman (1998). The interviews were conducted for about 60 minutes each at an interval of one week. The collected interview data were analyzed through the second-stage data analysis method proposed by Seidman (1998). As a result of analyzing the collected interview data, the veteran physical education teacher initially tried to develop his physical education lessons with enthusiasm despite the shortage of practical knowledge. However, he had been assimilated to his fellow physical education teachers and was not much active in improving the quality of his lessons. The veteran physical education teacher encountered a passionate beginning physical education teacher and made up his mind to improve his instruction once again. The decisive factors that contributed to improving his physical education instruction were self-reflection, students' responses, and interaction with peer teachers. His major instructional improvements included knowledge of students’ behavior, knowledge of curriculum, knowledge of learning environment, and knowledge of teaching method.
Abstract
The purpose of this research was to understand the reasons for a veteran physical education teacher's effort to improve his instruction and the experiential meaning of it. The research participant, Dongkil Kim, is a male physical education teacher working for Y junior high school. Data were collected through 3-stage phenomenological interviews suggested by Seidman (1998). The interviews were conducted for about 60 minutes each at an interval of one week. The collected interview data were analyzed through the second-stage data analysis method proposed by Seidman (1998). As a result of analyzing the collected interview data, the veteran physical education teacher initially tried to develop his physical education lessons with enthusiasm despite the shortage of practical knowledge. However, he had been assimilated to his fellow physical education teachers and was not much active in improving the quality of his lessons. The veteran physical education teacher encountered a passionate beginning physical education teacher and made up his mind to improve his instruction once again. The decisive factors that contributed to improving his physical education instruction were self-reflection, students' responses, and interaction with peer teachers. His major instructional improvements included knowledge of students’ behavior, knowledge of curriculum, knowledge of learning environment, and knowledge of teaching method.
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