earticle

영어

The purpose of this study was to investigate what kind of difference there would be in elementary school teachers' actual teaching behavior according to their value orientation in physical education. For that purpose, BEST(Behavior Evaluation Strategies Taxonomy) computer software program was used. Firstly, (1) The mean basic statistics of the observation behavior variables for physical education classes were analyzed. As a result, there was difference in their duration as the teacher with value orientation in disciplinary mastery adopted instructions the most and the teacher with value orientation in social responsibility did explanations/demonstrations, observation the most. (2) There was difference in the types of their teaching behavior in introduction, development and conclusion of a lesson in the profile charts of physical education. While the teacher with value orientation in disciplinary mastery focused on instructions and explanations/demonstrations, the teachers with value orientation in social responsibility focused on observations, explanations/demonstrations, and instructions during the class. (3) The Sequential Behavior Analysis(SBA) Z-Scores indicated that the teacher with value orientation in disciplinary mastery showed positive significance in instructions and negative significance in participation and feedback in the lesson-related behavior. The teacher with value orientation in social responsibility showed positive significance in instructions and observations and negative significance in participation in the lesson-related behavior. (4) The graphs of frequency revealed that instructions and explanations/demonstrations were high in frequency in the teacher with value orientation in disciplinary mastery and that observations, feedback, management, behavior management, and punishment were high in frequency in the teacher with value orientation in social responsibility. Secondly, (1) The teacher with value orientation in disciplinary mastery showed the value orientation in his teaching behavior in that he usually employed detailed explanations, demonstrations, and practices during class to help the students understand the task contents and that he designed and taught the curriculum in a way that could maximize the students' technique acquirement. (2) The teacher with value orientation in social responsibility didn't show the value orientation in his teaching behavior in that he made active use of explanations, demonstrations, and practices in addition to observations and that he focused on the delivery of the contents based on observations, practices, and demonstrations almost like the teacher with value orientation in disciplinary mastery rather than emphasizing cooperation.