Practices of Hong Kong Primary Physical Education Teachers after Four Years of Teaching

Abstract

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.
 本研究旨在探討三位小學體育教師四年教學後的教學實踐。資料以混合研究法蒐集。參與者會被觀察錄影四課球類教學。教學以體育教師評估工具分析。數據會與四年前所觀察比較。質量數據是透過課堂觀察及教學前後訪談收集。資料以持續比較及分析歸納組織和分類。研究信實度以三角檢正、同儕審視和參與者檢核建立。結果顯示四年後教師調整修改教學焦點及實踐，研究員探討其調整實踐原因。此等為培育職前和在職體育教師的寶貴資料。