The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers’ value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.

这项研究的目的是确定两位有效的专业体育教师的价值取向对他们所提供的课程和所采用的教学方法的影响。我们试图回答的具体研究问题是：（a）教师当前的价值取向是什么？（b）这些价值取向如何影响他们的课程和教学方法？（c）在职业生涯中，教师的价值取向，课程和教学方法是如何演变的？从体育教师Hudson和Garrett收集了数据，其中包括价值取向清单的简短形式和六种解释技术（即正式，非正式和刺激性回忆访谈；非参与者观察；文档分析；反思日记）。绘制了价值取向图。通过分析归纳法和常数比较法分析定性数据。主要发现是，两位体育老师优先考虑学科的掌握和社会责任取向，并采用了与这些观点相一致的课程模型和教学法。数据还表明，自我实现的观点对哈德森影响较小，学习过程取向对加勒特也有类似影响。两位体育老师都开始着重于对学科的掌握，并在以后的职业生涯中将他们的观点扩大到包括社会责任。该研究强调了将职前和在职教师暴露于不同的价值取向，课程模式，