In Hong Kong, except for Art and Craft and Physical Education, official proved school textbooks for pupils and teacher's handbooks are widely adopted by all primary school subjects. When Art and craft primary teachers in Hong Kong schedule their lessons, they can only follow the official curriculum prepared by the Curriculum Development Council of the Education Department of Hong Kong. Thus, the official curriculum plays a very important role in guiding the primary Art and Craft teachers in planning their taught curriculum. In this paper, the writer tries to examine the developmental trend of the aims of the planned Hong Kong Primary Schools Art and Craft Curriculum from 50's to 90's.

At present, it is very difficult to retrieve relevant and comprehensive literature on the historical development of PE teacher education in Hong Kong. One of the problems might be due to the fact that in the past PE teacher education was offered by the college of education which was run by the government. Under civil regulations, PE lecturers were not encouraged to conduct any research or projects. In order to improve the quality of teaching and learning in the PE teacher education history, there is a need to develop enriched, empirical teaching resources to strengthen this area. The purpose of this project is to study the historical development of PE teacher education in Hong Kong since the 1930s, focusing on the areas of physical education teacher education and physical education development at school levels. To collect primary empirical data about programmes, pedagogy, curriculum changes, school-based curriculum development, and professional development of PE teachers, 19 retired and serving PE lecturers and 10 secondary and primary schools PE teachers were invited to participate in interviews. The results of this study will provide a comprehensive reference for teaching and learning purposes to be used in teaching PE history and other contexts.

In recent years there are increasing global interests and concerns in interdisciplinary and integrative learning across various subjects. Locally in Hong Kong, the concept of integrated learning of the arts subjects is at its blooming stage. Since 2001, the Department of Creative Arts in the HKIEd has implemented programme modules and explorative research projects on "Integrative arts learning and teaching" for students in the pre-service and in-service teacher-education programmes. A constructivist approach (Sunal, 2000) is adopted in the design of the modules in which students are exposed to the experiences of integrative learning of visual art, music, dance and drama activities. The module implementation data and project research findings have shown some facts that students successfully constructed meaning through the authentic experiences they involved and were able to integrate ideas and skills being learned. However, we are still facing a lot of constraints that are to be resolved, especially in the curriculum planning and implementation in the local school settings. The presentation will discuss on exemplars of our module implementation and explorative projects in schools; and analyze the strength, weaknesses and constraints of implementing integrated learning of the arts subjects in Hong Kong.

Competitive anxiety (CA), task and ego orientation (TEO), and extrinsic and intrinsic motivation were studied in 1086 secondary school children from Hong Kong (HK), Britain, Hungary, and Romania. Statistically significant nation by gender interactions emerged for TEO as well as extrinsic motivation. Apart from HK where the highest scores for TEO were recorded, boys generally scored higher than girls on all dependent measures except CA for which the inverse results emerged. Children in the four nations showed statistically significantly different response profile in the studied measures. This research substantiates the need for local/cultural research data in developing sport education programmes.

Physical Education (PE) in primary schools in Hong Kong has not been satisfactorily run as it claims. Most PE lessons are found to be ineffective in meeting the desirable needs of the pupils nowadays. It seems that PE lessons have been conducted as 'organized recess' which are mostly 'recreational' rather than 'educational' oriented. Their goals are to keep the pupils 'busy', 'happy' and 'good' rather than 'skilled', 'fit' and 'satisfied' (Placek 1983). No wonder PE is the only cultural subject that has been excluded from the 'Secondary School Places Allocation System'. Has the PE curriculum been effectively implemented? Is it the responsibility of the PE teachers to make the lessons more meaningful to the pupils? How does the teachers' behavior during lessons affect the quality of PE in primary schools? The present study employed the descriptive-analytic methodology to comment or what primary school PE teachers did and how they spent their time during PE lessons. Thirteen PE teachers with an average teaching experience of seven years were involved in the study. One of the lessons from each teacher was studied, which was done through direct observation while video-taping was adopted fro cross referencing. Information concerning 'time' spent on management and instruction of the teachers, and left for pupils to practice their skill was collected by means of duration recording, whereas the actual teaching behaviors of the teachers were done through event recording. Pupils' activity level was monitored by means of the heart rate meters (Polar PE 3000). Correlation analysis was employed to examine the relationship between various context variables and the time spent on each areas of the teachers. Results showed that pupils were generally allotted relatively low percentage of time for skill practice. Teachers' managerial and instructional behaviors occupied nearly two thirds of the lesson time. Relatively high percentage of time was spent on travelling at the beginning and

Language in its broad sense refers to a message system communicated from one to another. It is not uncommon for teachers to teach with a specific kind of language to pupils, which creates unequal relations of power, particularly between teachers and pupils in classroom context. In turn, language itself becomes a discourse including the ways teachers speak during PE lessons. This study investigates the language used by two student teachers in PE lessons during field experience in a primary school in Hong Kong. The PE lessons conducted by the participants were video taped and analysed in the aspects of context, teaching process, and most of all, the language used during the lessons. Results indicate that the participants used language to teach and control pupils learning and discipline consciously and unconsciously. As student teachers, their teaching behaviour and performance were much influenced by the school traditions, such as routine training. However, through languages during the process of teaching, they exercised power and control over their pupils on thinking and ways of problem solving. Hidden curriculum such as sexism also existed unconsciously as another discourse in the lessons.

Conceptions of teaching are mental models which people hold concerning teaching. Various models have been proposed as frameworks to explore the conceptions of teaching held by teachers. The importance of this type of research is based on the assumption that teachers' behaviours are guided by their conceptions of teaching and therefore, would influence students learning. It is commonly viewed that pre-service teachers go through changes in their belief systems as they pass through the passage of teacher education. As teacher's belief system may affect their ultimate actions in the classroom, it would be of interest to identify the types of belief changes they make. Included in these models are specific thought representations related to the "action", "belief" and "intention" aspects of teaching (Pratt, 1992). Whereas many factors could influence a teachers process of professional socialization, this study sets out to present a profile of pre-service physical educators' conceptions of teaching and to examine whether gender and practicum experience contribute to differences in conceptions of teaching.