학생수가 초등학교 교사의 계획, 의사결정, 수업행동에 미치는 영향

Abstract

The purpose of this study was to examine the concerns and decision making processes employed by a female physical education (PE) teacher as she planned for and taught lessons to classes with two different class size (n=15) and (n=31) of students. Another purpose of this study was to investigate teacher and student’s learning behaviors in the two different class sizes using field system analysis. One female PE teacher was recruited from an elementary school in a small, rural town in the mid-Atlantic region. Also, Forty Six 5th grade students at the sameelementary school were involved in this study. Thirty minutes of two lessons on floor hockey taught by a physical education teacher were videotaped. Prior to teaching, the instructor conducted a "think-aloud"method as they planned and all verbalizations were recorded on audiotape. Following each lesson, a "stimulated recall"approach was conducted to elicit reports of the decision-making process during interactive teaching. In addition, a field system analysis method has been utilized to analyze the teaching behaviors and student behaviors. The findings of teaching and learning behaviors showed that student’s activity behavior was more interrupted by waiting time in the large class (n=31) compared to the small class (n=15). It was evident that longer cognitive behavior was correlated to the student’s off-task behavior in both classes. In addition, the teacher was able to provide more individual feedback followed by specific observation in the smaller class rather than providing the feedback followed by general observation, which occurred more in the large class. Class size was an important consideration for planning and decision making in teaching, especially for selecting content and organizing instruction.