Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong.
Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning learning how to teach social circus in school.
Method: Both quantitative and qualitative data were collected through post workshop evaluation questionnaire and interviews of 16 randomly selected participants. The interpretive inquiry was adopted as theoretical framework for generating meanings.
Results: The findings indicated that all participants perceived their professional learning experiences positively. Factors facilitating their professional learning were the participants' high professional expectation of the workshop, rich content of the program that could satisfy their novel experience and enhance their teaching, and the instructors' good performance. They believed that social circus could be developed for cultivating students' motor skills, physical fitness, Chinese cultural heritage, personal qualities, creativity and satisfaction as well as serving as inclusive activities. However, lacking of teaching materials, incompetence in professional skills, inadequate supply of equipment, anticipated managerial and safety concerns and the support from other PE colleagues were found to be the major difficulties for its implementation. On the other hand, high professional expectation, satisfying and novel experience, learning something, helpful with teaching, rich content and good instructors' performance were enhancing factors for their professional learning. The findings generate understanding and insights on how serving PE teachers' learn to improve their curricular practices for maximizing students' learning.
背景：雜藝是一項具中華文化特色的民間體育活動。近年來，一些老師已嘗試將雜藝引進於學校體育課程內。
目的：本文旨在報告38位中小學體育教師於2個兩天雜藝工作坊的專業學習經歷。
