Serving PE teachers' professional learning experiences in social circus

Serving PE teachers' professional learning experiences in social circus

在職體育教師於雜藝課程之專業學習經歷

• Li, Chung Hong Kong Institute of Education

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 58(1), 108-119, 2010

Hong Kong

Hong Kong Teachers' Association

2010

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GH Sport Science, Health & Welfare

Social Circus Change of PE Teachers PE Teachers' Professional Development 雜藝 體育教師之轉變 體育教師之專業發展

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong.
Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning learning how to teach social circus in school.
Method: Both quantitative and qualitative data were collected through post workshop evaluation questionnaire and interviews of 16 randomly selected participants. The interpretive inquiry was adopted as theoretical framework for generating meanings.
Results: The findings indicated that all participants perceived their professional learning experiences positively. Factors facilitating their professional learning were the participants' high professional expectation of the workshop, rich content of the program that could satisfy their novel experience and enhance their teaching, and the instructors' good performance. They believed that social circus could be developed for cultivating students' motor skills, physical fitness, Chinese cultural heritage, personal qualities, creativity and satisfaction as well as serving as inclusive activities. However, lacking of teaching materials, incompetence in professional skills, inadequate supply of equipment, anticipated managerial and safety concerns and the support from other PE colleagues were found to be the major difficulties for its implementation. On the other hand, high professional expectation, satisfying and novel experience, learning something, helpful with teaching, rich content and good instructors' performance were enhancing factors for their professional learning. The findings generate understanding and insights on how serving PE teachers' learn to improve their curricular practices for maximizing students' learning.
背景：雜藝是一項具中華文化特色的民間體育活動。近年來，一些老師已嘗試將雜藝引進於學校體育課程內。
目的：本文旨在報告38位中小學體育教師於2個兩天雜藝工作坊的專業學習經歷。
研究對象及方法：研究是透過工作坊評估問卷和與16位隨機抽樣參加者的訪談，利用量及質的數據和詮釋理念作為理論依據以理解各參與教師的專業學習經歷。
研究結果：研究結果顯示所有參加工作坊的教師均贊同雜藝課程有助發展學生的技能、體適能、中國民族價值、個人素養、創意、滿足感及作為切合不同運動能力學生之共融活動。教學資料的缺乏、雜藝專業知識及技能不足、器材難求、預見之教學管理及安全考慮和校內其他體育同工的認同皆是推展相關課程的主要障礙。此外，嚴謹的專業要求、滿足感，新的學習經歷、顯証學習、幫助教學、豐富內容及優良導師的表現均是促進教師專業學習的元素。本研究結果有助瞭解及如何協助在職體育教師專業學習，改善課程運作和促進學生學習。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• English

Journal Articles

• 16831381

https://bibliography.lib.eduhk.hk/bibs/9a1e8869

2010-12-02