Background/Purpose The purpose of this study was to investigate the difference of teaching style and pedagogical content knowledge among PE teachers of junior high school, PE teacher's teaching style preference and the predictability of students' preference by pedagogical content knowledge.
Method The questionnaires were administered to a sample of 816 students who were randomly selected from four junior high schools. The study tools included “Student's preference toward PE teacher's teaching style scale” and “Student consciousness PE teachers PCK scale”. The data was analyzed through descriptive statistical analysis, Independent-Sample t Test, One-way analysis variance analysis, Scheffe post-hoc-comparison and multiple regression analysis.
Analysis/Results 1. There was a significant difference between gender on the factors of encouraging participation, utilizing teaching media, and curriculum, and boys had higher than girls. 2. There was a significant difference among different grades on the factors of encouraging participation, evaluation and understanding students, and 7th grade students had higher than 9th grade students. 3. The perception of junior high school students on PE teacher's teaching style and encouraging students of PCK could predict students' like PE. And there was a negative influence on conduct of team.
Conclusions The study provided consideration for PE teacher, The PE teacher will understand that the students perceive the PE teacher's teaching style and PCK, and this study hopes that PE teacher will demonstrate the professional ability about the PE curriculum, teaching designed and implementation.