Research on Practice Teachers’ Teaching Beliefs for High School Health & P.E

[[abstract]]The purpose of the research was to explore and discuss the practice teachers’ teaching beliefs and their influential factors on high school health & P.E field. It’s primarily based on questionnaire survey and assisted by qualitative interview; among the 146 effective samples, which census was taken on the practice teachers of health and P.E. field at National Taiwan, Chung-hwa and Kaohsiung Normal University, and based on “practice teachers’ teaching beliefs research questionnaire on Health & P.E. field” to undertake collecting quantitative data and analyze by descriptive statistics, t-test and one-way ANOVA. Furthermore, qualitative interviews had also been done with four (4) practice teachers chosen by purposeful sampling method on the quantitative outcome. The prime findings of the research are as follows: 1. The practice teachers’ integral teaching beliefs were more inclined to progression. 2. The practice teachers owned better teaching beliefs on the category of “Learning Evaluation” and “ Teaching Objectives”; however, theirs are relatively low on the category of “ Classroom Management”. 3. There was significant difference between man and female practice teachers. Females’ are more inclined to progression than men’s, which could be traced to the hard-working characteristics of females’. 4. The significant difference aroused among practice teachers, who studied in various departments where they were completing educational credits. Those majored in Health related departments are more inclined to progression than those majored in Sports Contests departments. 5. There was not significant variance found for different highest academic background. 6. The teaching beliefs among the practice teachers, who studied educational courses at different normal universities, showed no significant variance; maybe it was because of close universities style. 7. It didn’t reach significant variance from practice teachers who were at different practice schools in different areas; no matter their practice schools were big or small; and no matter if he or she took the job of assistant-coach to the school sports team, their teaching beliefs hadn’t reached the significant variance, maybe the time of practicing hadn’t been long enough and its impact was limited. 8. The key elements to affect practice teachers’ teaching beliefs are summarized as listed: - personal characteristic - tutor at the practice school - own teachers - personal experience - teaching experience obtained at the practice school - students’ reaction key words: Health and Physical Education, practice teacher, teaching beliefs