The Practices of Hong Kong Primary Physical Education Teachers after Four Years of Teaching
Keywords:Primary physical education teachers, teacher development, teaching practices, occupational socialization, teaching experience, 小學體育老師, 教師發展, 教學實踐, 職業社會化, 教學經驗
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
Teachers may change their teaching practices and develop differently during their teaching lives. Occupational socialization model was used as the theoretical framework of this study. The purpose of this study was to examine the teaching practices of three primary physical education teachers after four years of teaching and seek explanations for the practices. A mixed-methods approach was used to collect data in the study. The participants were videotaped and observed teaching four ball game lessons in their own schools. The lessons were coded using the Physical Education Teacher Assessment Instrument. Data generated were compared to lessons observed four years before using the same categories. Qualitative data were collected through lesson observations and interviews before and after they taught. Constant comparison and analytic induction were used to organise and categorise the data. The trustworthiness of the study was established by using triangulation, peer debriefing and member checking. The results indicate that the teachers adjusted their teaching focus and modified their practices after four years. Explanations are given here for the modifications of practice. The findings provide invaluable information for physical education teacher educators in the preparation of both pre-service and in-service physical education teachers.
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