This paper reports a qualitative study of how 4 skilled pre-service physical education teachers, who were attending the final year of a four-year full-time Bachelor of Educaion Degree programme, perceived their learning-to-learn experiences of TGFU. Attached to Lawson's occupational socialisation and interpretive inquiry perspective, data were collected through interviewing and writing of critical incidents. Although all participants perceived TGfU positively as a viable approach of PE instruction contributing to pupils' cognitive development and providing fun, they only regarded their socialization of TGfU experience as pedagogical knowledge in the form of teaching procedures which could map well with the current education reform in Hong Kong. Thus, half of them showed hesitation of adopting the model in their future teaching. They were troubled by the anticipated practicality problems and the impacts of their anticipatory socialization. The inadequacy of "tactical knowledge" of individual games threw them into confusion. They could not be sure whether the games education should be oriented towards "cognitive" or "skill" and whether it should focus on "technical" of "thinking" dimensions. They felt doubtful about whether the learning sequence of games should be from "tactic-to-technique" or from "technique-to-tactic". To such an extent, pre-service PE teachers should be acquainted with in-depth theoretical understanding of TGfU and equipped with tactical skills concerning the games they teach.
[Copyright © 2006 The Hong Kong Institute of Education.]

This paper is concerned with a qualitative study of how 15 pre-service PE teachers, who are taking the two-year full-time teacher training course, develop professionally in their second field experience. With the interpretive research paradigm as conceptual framework, data were collected through interviewing and writing of reflective journals. Groups of pre-service PE teachers were found possessing different professional learning experiences concerning their conceptions and socializing strategies. Their professional conceptions included "educating pupils to learn", "seeing PE as catharsis, discipline and having fun". Their socializing strategies composed of finding means to improve teaching, and adopt social tactics for managing pupils and defensive attitude for handling crisis. The study provides an understanding of pre-service PE teachers in the Hong Kong Institute of Education and their learning-to-teach processes. The findings serve as the backdrop for recommending possible pedagogical changes for facilitating desirable professional development of pre-service PE teachers.
[Copyright © 2007 Department of Physical Education, Hong Kong Baptist University.]

Background: Teaching Games for Understanding has been promoted as an innovative curriculum model in the past decade in Hong Kong. It focuses on developing pupils' tactical awareness and decision making capability through integrating the cognitive and contextual dimensions of learning in physical education.
Aims: This article reports a qualitative study of occupational socialization experiences of preservice physical education teachers on Teaching Games for Understanding.
Sample and methods: Data of 4 final year pre-service physical education teachers with an orientation towards teaching were collected through interviews and writing of reflective journals. Occupational socialisation suggested by Lawson (1983) and the interpretive inquiry perspective were adopted as theoretical frameworks for generating meanings.
Results and recommendations: All participants perceived Teaching Games for Understanding positively as a viable instruction contributing to pupils' cognitive development and providing fun. They regarded it as pedagogical knowledge and mapped well with the current education reform in Hong Kong. Although they encountered a number of conceptual and instructional difficulties for implementing the model, they were determined to adopt the model in their future teaching. The findings generate insights on how pre-service PE teachers can be helped and facilitated in their occupational socialization processes.
背景：近十年，領會教學法被介定為體育創新課程模式，此模式是透過體育之智慧及情景化學習以發展學生之戰術意識及決定能力。
目的：本文章旨在報告一項質的研究，探討體育畢業師訓生的領會教學法職化經歷。
取樣及方法：本研究應用Lawson (1983)之職化理念和傳譯角度作為理論依據，利用訪談及反思報告以搜集資料，探討四位具教學取向體育畢業師訓生之領會教學法學習經歷。
結果及建議：所有參加者均認為領會教學法是可行的體育教學模式，它能促進學生智慧發展及趣味學習，他們視這種教學模式為教學步驟及能配合近期之教育改革。研究結果對如何協助體育師訓生之領會教學法職化過程帶來啟示。
[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/]