Creating an In-service Training Program on Modern Teaching Methodology for Physical Education Teachers

Ran Yang; Wisute Tongdecharoen

doi:10.60027/ijsasr.2024.4379

Authors

Ran Yang Faculty of Sports Science and Technology, Bangkokthonburi University, Thailand https://orcid.org/0009-0000-4450-3011
Wisute Tongdecharoen Faculty of Sports Science and Technology, Bangkokthonburi University, Thailand https://orcid.org/0009-0008-5233-7533

DOI:

https://doi.org/10.60027/ijsasr.2024.4379

Keywords:

Modern Teaching Methodology; , In-service Training;, Physical Education Teachers

Abstract

Background and Aims: Teacher in-service training can promote the advancement of education reform and make physical education develop in a more scientific and personalized direction. Therefore, it is necessary to conduct this study, aiming to deeply explore the problems of in-service training for secondary schools’ physical education teachers in Guangzhou and to design a set of scientific and practical in-service training programs for modern teaching methodology to meet the training needs and expectations of physical education teachers in secondary education in Guangzhou.

Methodology: This study identified the problems in-service training for physical education teachers through a literature review and classified them using the SIPOC model to determine the specific problems at each stage of in-service training. After inviting five experts to rate the problem indicators, unreasonable options were removed, and a questionnaire was designed based on the results. After distributing the questionnaire, a total of 109 valid questionnaires were collected. Calculate the PNI value and design solutions, training plans, and training plans based on the results. Based on the above research results, a modern teaching method physical education teacher in-service training program was drafted, and eleven experts were invited for focus group interviews to provide feedback and suggestions. Based on the opinions of the first round of focus group experts, revise the plan and invite eleven experts again to conduct the second round of focus group methodology to confirm the proposal and plan.

Results: (1) Using the SIPOC model, the 18 problems of in-service training were classified and further refined into various specific problems, resulting in a total of 71 problem indicators; (2) Based on previous research results, a questionnaire survey method was used to collect a total of 109 valid questionnaires and calculate the PNI value. The results showed that 18 out of 71 problem indicators had PNI values below 0.2, so this option was removed; (3) Based on the above results, a modern teaching method in-service training plan for physical education teachers was drafted. After two rounds of focus group interviews, the experts in the plan highly recognized it and finally determined the plan.

Conclusion: The in-service training difficulties were examined and divided into 71 distinct concerns using the SIPOC model. Following the identification of eighteen markers for improvement through survey analysis, a successful modern teaching approach for physical education instructors was developed and validated by expert evaluation.

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