A self-study of becoming a constructivist teacher in physical education /by Chu-Chih Liu.

Mitchell, Oslin, and Griffin (1997) indicated that two-thirds of the curriculum in physical education is game teaching. They believe that game play is essential in game teaching. Therefore, they developed student-learning plans based on a game teaching model, Teaching Game for Understanding (TGfU), which was developed by Bunker and Thorpe (1982). This teaching model is based on constructivist learning theory (Metzler, 1999).;In the fall of 2003, I began to explore how to organize a constructivist classroom using TGfU model as my teaching approach. The focus of this three year qualitative Self Study was to understand the phenomena of moving constructivist theory to practice in a physical education classroom. Using action research, I designed curriculum based on the TGfU model, put it into practice, reflected on the actions I had taken, and used my reflections to guide further action.;There were several reasons that I engaged in a Self Study. First of all, I wanted to articulate a philosophy of practice and check the consistency between practice and beliefs. Secondly, I wanted to investigate a particular aspect of constructivist practice in physical education--TGfU. Thirdly, I could learn to use a model of critical reflection and, thus, improve my practice and my experience as a physical education educator.;As I started to work at Kainan University in fall 2003, I categorized myself as a beginning teacher researcher learning to be a constructivist teacher using the teaching model--TGfU. I read Mitchell, Oslin, and Griffin's (1997) tactical approach book and used their guide for student learning plans in my classroom. I also explored how to use open-ended questions to guide students' learning and assess their understanding. I learned to accept that there is not a right or wrong answer, single one way to do something, and about the multi-reality of a constructivist classroom. In addition to changing curriculum, pedagogy, and assessment practices, I also learned that interacting in a constructivist classroom means that not only the teacher but also the students must change roles and that change takes time.;This study describes how I went about making these changes and the problems I had to solve. But it doesn't mean that the changes I made are the end of this study. Similar to most action research studies, this study prepared me to stand at another starting point and begin anew. I can't determine what I will see and learn as I travel further down the constructivist road. But, I believe if I keep on walking, I will discover more and more realities in the real world.Thesis (Ph. D., Education)--University of Idaho, August 2007