Journal Articles
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
- Sport, Education and Society, 17(2), 261-280, 2012
- Routledge
- 2012
-
- 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
- https://bibliography.lib.eduhk.hk/en/bibs/e57ac1b0
- 2014-01-18
Recent Journal Articles
Use of digital tools by English language schoolteachersJournal Articles
Understanding and planning for informal learning space development: A case study in Hong KongJournal Articles
Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid modelJournal Articles
The structure of interpersonal teacher behaviour in Hong Kong secondary schoolsJournal Articles
The perspective of new managerialism on changes in Hong Kong's self-financing post-secondary education institutions: Progress, challenges and outlookJournal Articles
The impact of e-learning technologies on entrepreneurial and sustainability performanceJournal Articles
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19Journal Articles
The complexities of mathematical knowledge and beliefs within initial teacher education: An analysis of three casesJournal Articles