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.

教學實習是教師教育中關鍵的一環，除了在本地進行教學實習外，跨文化教學實習在職前教師培訓中亦漸趨普遍。本文闡述一個六位實習教師學習歷程的質性個案研究，此六位實習教師在香港接受小學學位教師教育文憑課程，課程中有兩次教學實習，在第一次教學實習中，其中四位實習教師在澳洲、加拿大及中國內地進行跨文化教學實習；其餘的教學實習均在香港小學進行。本文集中探討實習教師在跨文化及本地教學實習環境中的學習經驗；研究結果顯示跨文化體驗有助建立實習教師的文化導向，同時亦討論實習教師在教學實習中「行動環境」、「社羣專業環境」及「視導環境」三個範疇所面對的挑戰與支援，及他們在教學自我上的建構。是項研究的發現讓我們對實習教師的專業學習有更深的認識，並對發展高質素的教學實習帶來啟示。本文是香港教育學院資助之研究項目Teacher learning (Phase I): Embarking on the learningtoteach journey 的成果。