Within the context of the Hong Kong (HK) diaspora, the legacies of colonial administration means the education of teachers follows a largely British template. However one is increasingly drawn to ask: can the West learn from the East? More specifically what cultural values are embedded in the HK teaching and learning paradigms that lead to success for HK PE teacher development? The aim of this study is to connect the pivotal concepts from Confucius’ perspective of learning, such as (benevolence), (ritual) and (propriety), and to consider them as the Bourdieuian concept of Within this analytical framework, this study seeks to understand professional knowledge development and identity construction within pre-service PE student teachers prior to entering the profession in Hong Kong. The study draws on data from group interviews with 6 Hong Kong PE student-teachers in their final year of study for a B.Ed in PE, and a critical content analysis of PETE curricula at a major teacher education institution in Hong Kong. The data, analyzed using coding and constant comparison, revealed themes related to students’ teacher practice, professional expectation, and knowledge and skills development. These emergent themes are discussed in relation to their impact on student teachers professional learning and identity formation within the HK diaspora. It is concluded that PE student-teachers still share some colonial characteristics and beliefs though there is evidence to suggest a slight shift in contemporary profile of a PE student teacher. A strong sense of perpetuating the tradition by imitating and respecting with their supporting teachers and lecturers pervaded the data with seemingly unawareness of an apprentice relationship. Suggestions are made for supporting beginning PE teachers as they transition to a complex and demanding professional context.

Mosston’s “spectrum of teaching styles” which composes of 11 pedagogical approaches in physical education, has been popularly promoted for maximizing students’ learning in the Western countries. However, very few of them have been put into practice and studied in Hong Kong. One of the teaching styles, reciprocal teaching style is thought to help tackle problems associated with large classes, limited equipment, and insufficient feedback to students. The purpose of the study was to investigate the perceptions and experiences of students and physical education teachers in reciprocal teaching. The factors that influence their teaching and learning were also examined. Four primary and secondary physical education teachers teaching in Kowloon, Hong Kong and New Territories and their four classes of students were purposely invited to take part in the study. The teachers were briefed the principles of the implementation of the reciprocal style and adopted reciprocal teaching implementing a 10-lesson unit. Qualitative data were collected by a combination of techniques: lesson observations, formal interviews of students and teachers, student reflective journals and teacher self-review. Constant comparison and analytic induction were used to organize and categorize the data. Findings indicated that the teachers were not used to the teaching format and encountered difficulties during the preparation. Experience, resources and tutors’ abilities were identified as major factors influencing the implementation and learning of students in reciprocal teaching. The help of teachers and the preparation of task card assisted both the tutors and tutees in the learning process. Most students held positive views of the reciprocal teaching and recognized the values of the approach. The more the teachers implement the approach, both teachers and students will get more familiar to the approach. Findings of the study hold implications in helping preservice and in-service physical education teachers

The purpose of the study was to investigate the practice of teaching of beginning secondary school physical education teachers. The problems and the factors that confronted the teachers in their first year of work were examined. Thirteen physical education graduates of the Hong Kong Institute of Education in 2005 teaching in secondary schools were purposely invited to participate in the study. Qualitative data were collected by a combination of techniques: passive participant observation, formal and informal interviews, document analysis, and journal writing. Constant comparison and analytic induction were used to organize and categorize the data. Data generated helped to understand the confrontations faced and the influence of the workplace factors on the practices of beginning teachers. Results indicated that the teachers adjusted their practices according to their school contextual conditions during their first year of teaching. The common practices of teaching were a) instructional approach, b) lesson preparation, c) contents, and d) classroom management. The workplace impact was mainly come from their students, administrators, and work responsibilities. The participants also employed socializing strategies in order to survive in schools. Findings of the study hold implications for the development and preparation of physical education teachers with respect to the influence of organizational socialization.
[Copyright © 2009 Asian Journal of Physical Education & Recreation.]

This paper aims to report a collaborative study project between a teacher training institute and two secondary schools in Hong Kong. It involves the initiation of an innovative curriculum model titled “sport education”. The study attached to the practice-referenced and interpretive research perspective with interviewing and video-taping of lessons as tools for data collection. It inquires how 2 experienced PE teachers and 12 secondary 4 students with “high-”, “average-” and “low-level” sports skill proficiency articulated their teaching and learning experiences with sport education. The findings revealed that both teachers accepted sport education for providing positive learning experiences for promoting students’ generic skills and all round development. Students’ active learning, motivation, self initiation, creativity and team cohesiveness were also enhanced. Most students satisfied with experiences of taking roles, performing duties, affiliating with teams, collaborating with others and accomplishing tasks. However, both teachers experienced difficulties of increase in workload. 3 students encountered unpleasant experiences of injury, unfair judgment of the referees and completing assignment after school illustrating their differences in expectation on physical education. Recommendations are made for overcoming these difficulties. The findings of this study provide qualitative insights on how sport education can better be implemented to enhance students’ learning in physical education.
[Copyright © 2009 Asian Journal of Physical Education & Recreation.]

The purpose of the study was to investigate the characteristics of the organizational socialization of beginning secondary school physical education teachers. The factors that confronted the teachers in their first year of work and the influence of their teacher education on their perspectives and practices were examined. Thirteen physical education graduates of the Hong Kong Institute of Education in 2005 teaching in secondary schools were purposely invited to participate in the study. Qualitative data were collected by a combination of techniques: passive participant observation, formal and informal interviews, document analysis, and journal writing. Constant comparison and analytic induction were used to organize and categorize the data. Data generated helped to understand the confrontations faced, the influence of the workforce factors and the physical education teacher education programme on the perspectives and practices of beginning teachers. Although the beginning teachers were generally satisfied with their teacher training, results indicated that these teachers were facing different problems and difficulties within their school contextual conditions during their first year of teaching. This workforce impact was mainly from their school colleagues, students, administrators, work responsibilities and school culture. Three themes of survival strategies were employed: a) professional conception; b) compromised practice; and c) peer support. This information is valuable to physical education teacher educators as they have responsibilities in helping their students to make a successful transition into their workforce. Findings of the study hold implications for the preparation of physical education teachers with respect to the influence of organizational socialization.

This action research explored how Chinese physical education teachers orient their values of physical education in the secondary and primary schools in which they teach. The purpose of the research was to allow participants to master the current progress in the development of physical education in Hong Kong, to provide a platform for participants to share and learn from one anothera platform for participants to shareess in the development of good practices through an evidence-based approach. The research team was composed of frontline physical educators from various settings, i.e. primary school, secondary school, teacher education institution and community adult education in physical education. Cheng, who taught at a primary school, and Shek, from a secondary school, participated as teacher-researchers in the study. There were two cycles of intervention with each cycle consisting of planning, acting, developing and reflecting. Through the process, the two teacher-researchers were able to realize how their teaching styles could have been established according to their beliefs and intentions. The group reflection process, involving frontline physical educators from different settings, allowed the participants to clarify their self-understanding on teaching perspectives and to reinforce their values towards physical education. In discussion, a spiral model from belief to culture was proposed to conceptualize how physical education teachers can orient their values of physical education in the schools where they teach.
[Copyright of Asia Pacific Journal of Sport and Social Science is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/21640599.2016.1164942]

The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether "students with disabilities like my teaching" (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers' teaching experiences and their perceptions of whether "Little support offered to integrated PE" (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size.
[Copyright © 2012 Hong Kong Baptist University.]