Serving PE Teachers’ Views on the Interface of Primary and Secondary School PE in Hong Kong
Keywords:PE teachers, curriculum, interface, transfer, physical education, 體育教師, 課程, 銜接, 轉換, 體育
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
This study explored the views of 296 serving physical education (PE) teachers concerning the interface of secondary and primary school PE in Hong Kong. Attached to the interpretive research perspective, questionnaire and follow-up telephone interviews were adopted for soliciting their views on the importance, measures taken and suggestions for improvement. The findings indicated that over 91% of serving PE teachers acknowledged the importance of interface for facilitating pupils’ learning. Similar articulations with the functions and content of school PE that facilitated the interface were found. Although 21% of them claimed that they had taken some measures for enhancing curricular interface, most of them were not systematic and well-planned. Thus, most PE teachers looked forward to a standardized curriculum stipulated by the Education Bureau as to ensure the effectiveness of the interface. The study suggests reinforcing teachers’ awareness of the interface of PE; considering the inclusion of PE in the internal school assessment for the Secondary School Places Allocation System and strengthening the interface from system, school and classroom levels. Consequently, it would enhance the learning and teaching in physical education.
How to Cite
Copyright (c) 2012 Asian Journal of Physical Education & Recreation
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The CC BY-NC 4.0 license permits use, distribution and reproduction in any medium, provided the original work is properly cited and not used for commercial purposes. Copyright on any article is retained by the author(s) and the publisher(s).