教育研究學報



Perceptions of Hong Kong Physical Education Teachers on Teaching Games for Understanding: Implications for Continuing Professional Development

2014.第29卷第1及2期(Vol. 29 Nos. 1 & 2).pp. 91–110
 

Perceptions of Hong Kong Physical Education Teachers on Teaching Games for Understanding: Implications for Continuing Professional Development

Amy S. HA(夏秀禎), Lijuan WANG(王麗娟), & John COLLINS

Abstract

The study examined the perceptions of physical education (PE) teachers in Hong Kong and the applications of Teaching Games for Understanding (TGfU) in their respective schools. Using a qualitative approach, this study invited 20 PE teachers for individual semi-structured interviews. Deductive data analysis was utilized to identify unique themes in the broad aspects of teacher perception. Based on concepts adopted from cognitive constructivism and social constructivism, we examined teachers’ views on adopting TGfU. Teachers stated that TGfU provided group discussion and communication opportunities among students. However, they are not confident in modifying equipment, space and rules to make TGfU more meaningful due to limited contact time with students and large class sizes. In conclusion, professional development of TGfU should emphasize more demonstrations of TGfU teaching methods and experience sharing among teachers.

Keywords: perception; TGfU; interview

摘要

N.A.