Exploring Skills in Observing Teaching Competency through Video Evaluation of Class Demonstrations by Pre-Service Physical Education Teachers

Abstract

This study aimed to evaluate the level of skill in observing teaching competency in pre-service physical education (PE) teachers and provide basic data to cultivate teaching competency. A total of 21 third-year pre-service PE teachers were selected as participants. The study derived descriptive statistics to analyze the participants’ observation skills regarding teaching competency in different class stages using evaluation results of class demonstrations by pre-service teachers. The Mann–Whitney U test was conducted to verify the statistical significance of the evaluation between in-service and pre-service teachers. Compared with in-service teachers, pre-service teachers reported high agreement with intuitive teaching behaviors. However, pre-service teachers indicated low agreement with skills that required complex teaching behaviors depending on various situations. Based on theories by Schon (1983), pre-service teachers showed high “knowledge for practice” and low “knowledge in practice”. The present study confirmed that pre-service PE teachers tended to have high propositional knowledge and low methodological knowledge regarding teaching. Pre-service teacher education requires an approach that harmonizes theory- and practice-centered education. This study provided directions for pre-service teacher education to enhance the competency of pre-service teachers for leading and analyzing classes.