What dispositions and orientations did pre-service PE teachers bring to their PE teacher education programme? This paper responds this question by presenting an interpretive study of how twenty pre-service teachers gave meaning to their anticipatory socialisation experiences. Data were collected through interviewing and writing in a reflective journal. Three themes concerning their career choice, image of a good PE teacher, and conceptions of PE experience emerged from the data. The participants were found to possess orientations towards coaching, teaching affinity, pragmatic considerations, apprehensiveness, and an easy-going style before joining the programme. They identified "sports skills and knowledge in PE", "instructional and interpersonal internation skills", and "personal attributes" as characterisitcs of a good PE teacher. They were concerned about the "sports training", "learning in the PE lessons", "sports experience in the primary school", "winning and losing episodes", and "negative modelling of the secondary school PE teachers" as critical incidents of their notable PE experiences. The findings provide a better understanding of the type of pre-service PE teachers attracted to the programmes. It is further noted that teacher education programmes are advised to include information regarding "commitment to teaching" and "life-long learning" as early as possible in their programmes.

In the Education Reform in Hong Kong, music is a discipline of study within the Art Education Key Learning Area. The music curriculum for primary and secondary schools takes on new considerations both in content and in implementation. Up to the present, the reform has been in place for over two years being introduced in 2000. The success of the implementation is governed by the contributions of various stakeholders including the schools, public bodies rendering educational services and supports and the education policy makers of the Government of Hong Kong SAR. A brief review of the state-of-the-art in schools will be presented, followed by an overview of the development of the music curriculum guide by the Curriculum Development Councial Committee on Art Education Hong Kong Special Administrative Region; a document which is currently in its final stage of consultation. The merits of the guideline and the possible challenges to music teachers in schools will be discussed. The new insights in the provision of music in primary and secondary schools requires a refreshing of music teacher education programmes, including those offered at Hong Kong Institute of Education.