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]

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/]