Ennis C D, Mueller L K, Hooper L M
Department of Kinesiology, University of Maryland, College Park 20742.
Res Q Exerc Sport. 1990 Dec;61(4):360-8. doi: 10.1080/02701367.1990.10607500.
The study examined the extent to which teachers' value orientations mediate their responses to inservice training in a particular framework as measured by changes in their lesson planning skills. Twenty-five elementary physical educators' value orientations were classified using the Values Orientation Inventory (VOI). Teachers completed seven inservice sessions based on the Logsdon theoretical approach to children's physical education. Data were analyzed using three univariate ANOVAs. The .05 alpha level was adjusted using an experiment-wise error rate of less than .017. Results indicated that weak disciplinary mastery and strong social reconstruction teachers included more opportunities for shared decision making than did other teachers. Most teachers changed their planning to include more opportunities for cognitive involvement. Thus, while some concepts appeared to be acceptable to most value orientations, others were value sensitive.
该研究考察了教师的价值取向在多大程度上通过他们备课技能的变化，在一个特定框架内调节他们对在职培训的反应。使用价值取向量表（VOI）对25名小学体育教师的价值取向进行了分类。教师们基于洛格斯登儿童体育教育理论方法完成了七次在职培训课程。使用三个单因素方差分析对数据进行了分析。使用小于0.017的实验性错误率对0.05的显著性水平进行了调整。结果表明，学科掌握较弱和社会重建较强的教师比其他教师纳入了更多共同决策的机会。大多数教师改变了他们的教学设计，纳入了更多认知参与的机会。因此，虽然有些概念似乎为大多数价值取向所接受，但其他概念则对价值敏感。
