Classroom Teachers' Professional Development for Teaching Movement Education Instructional module in Taiwanese Primary Schools

Movement education was considered as the fundamental base of the physical education in primary school. However, it was rarely implemented in physical education class by taiwanese classroom teachers due to insufficient... [ view full abstract ]

Movement education was considered as the fundamental base of the physical education in primary school. However, it was rarely implemented in physical education class by taiwanese classroom teachers due to insufficient relevant training courses. Physical education instructional modules (PEIM) for primary school, therefore, were developed to assist classroom teachers to deliver quality physical education in an alternative way. The PEIM included movement education, ball games, educational athletics, educational gymnastics. Movement education module was a prerequisite module for classroom teachers. Thus, the purpose of this study was to investigate classroom teachers' professional development through the movement education module training course. 12 primary school classroom teachers were recruited from Keelung county and Yunlin county of Taiwan. The questionnaire was used to collect classroom teachers’ reposes before the movement education instructional module (MEIM) workshops (1 days, 6 hours). Classroom teachers taught one lesson of movement module after the workshop and then shared their teaching practice on the classroom teacher member’s website. Finally, they had to fill in the on-line survey questionnaire regarding their professional development. Data were collected from questionnaires, focus group interviews, and on-line video films of movement education teaching practices. The quantitative data were analyzed through statistical software. The qualitative data were categorized and triangulated through the constant comparative method. Results: (1) classroom teachers had empowered by the movement education module; (2) it was easier for classroom teachers to make connections among different learning areas with movement education; (3) body expressions might become barriers for implementing movement education module; (4) the supportive structure of the continuing professional development of classroom teachers should be needed.

Keywords: Laban, movement education, classroom teacher