Abstract
In this study, we used a narrative approach to elucidate the factors affecting attitude changes among physical education teachers toward physical fitness classes. The study participant was one physical education teacher. Data analyzed included nine unstructured interviews, field notes taken during classwork, and classroom materials. A narrative story of the participant was generated from these data using the analytical perspective presented by Tanaka (2011).
The analysis of the narrative revealed that the “premise” of one’s personal attitude toward physical fitness classes is established during the preliminary meeting and that ongoing reflection during subsequent classwork leads to changes in attitude. These classwork reflections progressed to a higher level through the following three stages: “recognizing the premise,” “evaluating the source and consequences of the premise,” and “testing the validity of the premise.” The study also suggested that attitude changes were prompted by factors such as the building a teaching unit image and social interaction, resulting from the resolution of doubts and dilemmas as well as the fulfillment of learning achievements.
