Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers' perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers' knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers' PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization. Copyright © 2021 Human Kinetics, Inc.

This study aims to examine pre-service physical education (PE) teachers' perception of Teaching Games for Understanding (TGfU) in Hong Kong. Adopting a qualitative approach, 20 pre-service PE teachers (F = 8, M = 12) were recruited for individual semi-structured interviews. Most pre-service teachers responded that TGfU is beneficial for students because of its tendency to enhance students' engagement, stimulate their thinking and include students with varying skill levels. However, difficulties in understanding the nature and implementation of TGfU have been encountered. The results indicate that the majority of pre-service teachers are likely to use TGfU in the future, while a handful of them prefer to implement the skill-based approach during teaching practice due to a lack of support from cooperative teachers and a short period of teaching practice. Suggestions for improving the TGfU professional development programme and collaboration between pre- and in-service teachers are provided. Copyright © 2009 North West Counties Physical Education Association and SAGE Publications.

The purpose of this study was to construct and validate a "Perceived Physical Literacy Instrument" (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach's alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed. Copyright © 2016 Sum et al.

The pervasive influence of culture in human society is well-documented in experimental settings and in early years. However, less is known regarding cultural differences during classroom instruction, especially at the process-level: yet, classroom experiences are fundamentally cultural and dynamic in nature. Therefore, this paper examined patterns of teacher cognition across two country settings. To do this, forty teachers from two countries, UK (10 experts, 10 novices) and Hong Kong (10 experts, 10 novices), were eye-tracked during naturally-occurring teacher-centred classroom instruction. We then used participating teachers' own gaze replays elicited teachers’ own commentaries on their cognition as occurred during the eye-tracked classroom instruction. These commentaries formed the data that we thematically analysed. We computed talk proportions from these and subjected them to multivariate Dirichlet regression analyses. We found cultural differences to emerge comprehensively across the teacher cognitions investigated—perceptions, thematic focus, timescales, holistic processing, classroom relationships. Culture interacted with expertise to predict teacher cognitions across four out of five overarching categories considered within this paper. Implications for teacher development are discussed, including the importance of sensitivity to the cultural context when considering teacher effectiveness. Copyright © 2025 The Authors.

This study examined the ecological challenges teachers faced in integrating Informal Digital Learning of English (IDLE) among 159 in-service Hong Kong EFL teachers from 2019 to 2024. Analysis of 470 entries revealed that 50% of the challenges stem from exo-system factors (e.g., heavy workloads), 23% were from macro-system factors (e.g., examination-focused education system). Individual factors (e.g., inadequate pedagogical skills) represented 15%, meso-system factors (e.g., parental disapproval) made up 8%, and micro-system factors (e.g., varied learner styles) constituted 4%. With 73% of challenges rooted in exo- and macro-system levels, the study highlights the urgent need for policy changes and administrative support. Copyright © 2025 The Author(s). 

Kindergarten teachers’ well-being has important implications for young children’s development. Therefore, it is important to identify resource factors that may promote teachers’ well-being. This cross-sectional study examined whether organizational, interpersonal, and intrapersonal resources were associated with the physical, psychological, and occupational well-being of Chinese kindergarten teachers. Online questionnaire data were collected from 336 kindergarten teachers working in Hong Kong, China (mean age = 31.6 years; 86% of them were women). Kindergarten teachers rated the availability of organizational resources (indicated by school infrastructure and professional development opportunities), interpersonal resources (indicated by positive social interactions with co-workers and with supervisors), and intrapersonal resources (indicated by psychological capitals, including hope, resilience, optimism, and efficacy). Teachers also rated their physical well-being (indicated by physical health and musculoskeletal symptoms), psychological well-being (indicated by life satisfaction and depressive symptoms), and occupational well-being (indicated by job satisfaction and turnover intentions). Structural equational modeling showed that organizational, interpersonal, and intrapersonal resources were uniquely and positively associated with teachers’ physical, psychological, and occupational well-being. Theoretically, findings highlighted the multidimensional nature of resources and their roles in understanding the holistic well-being of kindergarten teachers. Practically, findings pointed to the potential utility of supporting the well-being of kindergarten teachers by providing them with resources at the organizational, interpersonal, and intrapersonal levels. Copyright © 2025 The Author(s).

Teaching in early childhood education is recognized as a rewarding but stressful occupation, with research indicating high levels of stress among kindergarten teachers (Brown, Ralph & Bember, 2002; Chan, 2002; Tsai, Fung, & Chow, 2006; Kyriacou, 2001). Early childhood educators (ECEs) in Hong Kong face multifaceted challenges to their occupational well-being (OWB). This study investigated how environmental factors across multiple ecological levels influenced ECEs’ OWB, using Bronfenbrenner’s Ecological Systems Theory (microsystem, mesosystem, exosystem, macrosystem, chronosystem) as a guiding framework. A two-wave longitudinal mixed-methods design was employed. Survey data were collected from 144 ECEs in Wave 1 and 49 in Wave 2, and qualitative interviews were conducted with 15 participants. This approach enabled an in-depth examination of individual, interpersonal, organizational, and societal factors shaping teacher well-being over time.OWB plays a pivotal role in the effectiveness and efficiency of educators to engage students with quality teaching and learning (Brown, Ralph & Bember, 2002; Chan, 2002; Tsai, Fung, & Chow, 2006). While many studies have highlighted the importance of educators’ OWB in delivering high-quality education and childcare services, there is limited research on how different environmental factors, particularly in the context of Hong Kong, can affect early childhood educators’ OWB. The current study aims to investigate how environmental elements influence the OWB of early childhood educators in Hong Kong, framed by Bronfenbrenner’s ecological systems theory.Key findings revealed that microsystem factors – including strong job support, a sense of meaning in work, and high-quality leadership – were significantly related to better OWB outcomes, such as higher job satisfaction and lower burnout. At the mesosystem level, work– family conflict emerged as a critical stressor, correlating with reduced job satisfaction and heightened stress. Exosystem

Purpose: Framed by the Concerns-Based Adoption Model, this study investigates female, ethnically diverse preschool teachers’ concerns regarding Science, Technology, Engineering, and Mathematics (STEM) teaching within their participation in a STEM-themed professional learning program and their adoption of STEM content and resources therein. Design/Approach/Methods: An exploratory multiple-case study was conducted with five female, ethnically diverse preschool teachers in Hong Kong. Data were primarily collected through online semi-structured interviews, supplemented by pre- and post-surveys, reflection worksheets, and written peer feedback. Thematic analysis was utilized for data analysis. Findings: Our study revealed five major concerns regarding STEM teaching among female, ethnically diverse preschool teachers, including (1) no confidence in STEM teaching affected by gender bias and minority stereotype, (2) traditional teaching philosophies influenced by Chinese Confucian culture, (3) lack of culturally and contextually appropriate pedagogical strategies and resources, (4) a constrained curriculum structure and limited time and space for STEM activities, and (5) the negative impact of accountability. These concerns were intertwined and created a complex net that affected teachers’ STEM teaching practices. Originality/Value: The study emphasizes the importance of considering sociocultural and organizational contexts and the interplay among various concerns of teachers when developing STEM professional development programs for female, ethnically diverse preschool teachers. Copyright © 2025 The Author(s).

This study examines the professional identity of vocational teachers in China's collaborative "Dual Model" teaching system, co-developed by schools and enterprises. The Chinese Ministry of Education's emphasis on "dual-qualified" teachers highlights the importance of this model, where teachers work in both school and industry settings, promoting a "Dual Identities" mechanism for professional growth. The research aimed to create a scale to measure the Dual Professional Identities of Chinese vocational teachers, resulting in a 36-item scale with four dimensions: Role Recognition, Professional Efficacy, Community Cohesion, and Work Engagement. The study also explored factors influencing Dual Professional Identity and its impact on teacher development, revealing that both Instructional and Occupational Identities positively affect Resilience, while Entry routes negatively influence Instructional Identity. Instructional Identity further acts as a mediator between Entry and Resilience. However, despite being an important variable in this study, the research findings indicate that Education does not have a significant impact on Dual Professional Identities or on Resilience. The study underscores the unique nature of vocational teachers' work and the need for tailored measurement scales, particularly considering their Trans-Professional Identity. It aligns with the Chinese government's strategy for developing "dual-qualified" teachers and provides insights for enhancing vocational education in China. All rights reserved.

This chapter discusses the importance of innovative teacher training amid the fourth industrial revolution, with a focus on overcoming resistance to change, particularly in Chinese regions. It highlights a design thinking pedagogy used in a teacher training programme in Hong Kong, aimed at fostering creative lesson planning among prospective teachers (n = 43). Their lesson plans (n = 9) were assessed using a six-dimensional rubric, evaluating innovativeness in learning objectives, teacher and student roles, ICT use, connectedness, and learning outcomes. While ICT use scored highest, connectedness was the lowest, indicating gaps in integrating lessons with real-world contexts. The analysis also identified four pedagogical types that illustrate varying levels of innovativeness. The findings suggest that advanced ICT use does not necessarily lead to more innovative teaching. Conceptual gaps among prospective teachers may hinder the development of truly innovative lesson designs, and the chapter discusses the implications for future teacher training. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.