Abstract
In the present study of classroom teachers of the upper grades of elementary school children (fifth and sixth grades) (88 persons), we investigated how reflective thinking (being a subjective matter on reflective practices) differs between teachers who obtained high attitude scores toward physical education classes and those who did not, by using the factor analytic approach. We conducted a survey “questionnaire on the review of physical education classes” comprising of 80 items. For those children who attend physical education classes of the surveyed teachers, we implemented the attitude measurement toward the physical education classes, at around the same time as the survey of the teachers was held, The following is an outline of the survey results.
As a result of the factor analysis of reflective thinking of the classroom teachers in the upper grades of the elementary schools, eight factors. “observation/judgment”, “instruction skills”, “class planning”, “learning records”, “teachers' understanding of, exercises” “children's learning from each other”, “joint practices with other teachers”, and “safety/management” were derived, indicating the existence of extremely rich reflective thinking. The teachers in the upper group (high attitude scores group) have clear images of the type of children they would like their class of children to become, make dfforts to organize a class plan focusing on each child and determine whether or not their class of children can illuminate their own learning difficulties and resolve these problems by themselves in actual physical education classes.
It is suggested is closely associated with their awareness about “class events” occurring during their physical education classes.
