Factors influencing pre-service teachers' perception of teaching games for understanding? A constructivist perspective

Factors influencing pre-service teachers' perception of teaching games for understanding? A constructivist perspective

• Wang, Lijuan Shanghai University of Sport, Shanghai
• Ha, Amy S. C. Chinese University of Hong Kong

Sport, Education and Society, 17(2), 261-280, 2012

Routledge

2012

• M Teachers & Education for Teachers
  • MB Training for Other Educational Staff
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GH Sport Science, Health & Welfare

Student Teacher Attitudes Physical Education Teaching Games For Understanding Student Teachers Physical Education Teachers Professional Education Preservice Teacher Education Constructivism

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This study aims to examine the factors influencing pre-service Physical Education (PE) teachers' perception of a specific constructivist approach — Teaching Games for Understanding (TGfU) in Hong Kong. By adopting a qualitative approach, 20 pre-service PE teachers were recruited for individual semi-structured interviews. Deductive data analysis was utilised to identify unique themes with broad aspects of influencing factors. Using Piaget's cognitive constructivism and Vygotsky's social constructivism as the theoretical frameworks, individual factors such as game knowledge, teacher beliefs, learning and teaching experience and social factors including government policy, teacher support and professional culture were identified as key influences in pre-service teachers' perception of TGfU. Furthermore, individual and social factors interplay with each other. In conclusion, cognitive and social constructivism was identified as a useful theoretical framework for illustrating and analysing the factors influencing pre-service teachers' perception of TGfU.
[Copyright of Sport, Education and Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13573322.2011.607954]

• English

Journal Articles

• 13573322

• 10.1080/13573322.2011.607954

https://bibliography.lib.eduhk.hk/bibs/e57ac1b0

2014-01-18