The Developing And Test Of The Scale For High School P.E. Teachers' Competence Of Teaching Reflection

The developing of the Scale for High School P.E. Teachers' Competence of Teaching Reflection is guided by the structural model of high school P.E. teachers' competency of teaching reflection which is based upon the theory of teachers' competence of teaching reflection and the application of open-ended questionnaire and interview. The study initially conducts the test with this scale and the examination of the scale's reliability and validity. Tests are then implemented over the high school RE. teachers in Fujian Province with the aim to investigate the characteristics of high school RE. teachers' competency of teaching reflection in China.The results show that: 1) Good reliability and validity exist in the Scale for High School RE. Teachers' Competence of Teaching Reflection. The RE. teachers' competency of teaching reflection is composed by three dimensions as theoretical reflection, competence of experiential reflection and willpower; 2) The general level of the high school RE. teachers' competency of teaching reflection relies at the moderate level. For the respective level of the three dimensions, the competency of teaching reflection is relatively high followed by competence of experiential reflection and willpower alone as the bottom level. The general level of competency of teaching reflection is called for promotion; 3) Sex differentiation is not found in high school RE. teachers' competency of teaching reflection; 4) The difference within the educational background is not obvious regarding to the performance of high school RE. teachers' competencyof teaching reflection, teachers' competency of teaching reflection does not increase followed by the improving of educational background; 5) The teaching age contributes a lot in the performance of high school P.E. teachers' competency of teaching reflection, longer teaching age results in the better competence; 6) The school grade is profound in the influence for the performance of high school P.E. teachers' competency of teaching reflection, the first grade schools exceeds the seconds as well as the thirds. 7) Geographical region difference should be well valued in the performance of high school RE. teachers' competency of teaching reflection, the urban teachers claimed better competency than the teachers from rural areas.