Teachers' perceptions of in-service teacher training to support curriculum change in physical education: The Hong Kong experience

Ha, Amy S.; Lee, John Chi‐Kin; Chan, Daniel W.; Sum, Raymond Kim Wai

doi:10.1080/13573320412331302467

Cited by 34 publications

(27 citation statements)

References 23 publications

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“…The fact that teachers regard computer as a calculator has made them acquire negative beliefs about it. The researches have revealed that curriculums have not been introduced sufficiently to teachers by way of inservice training (Ha et al 2004). Teachers who did not have the opportunity to meet computer-supported applications during their school-years and were not taught how to compose mathematical knowledge with the help of inservice training have developed a misleading belief in which computer can be used as a learning tool.…”

Section: Discussionmentioning

confidence: 99%

The gap between expectations and reality: integrating computers into mathematics classrooms

Güven

Çakıroğlu

Akkan

2009

Asia Pacific Educ. Rev.

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As a result of dramatic changes in mathematics education around the world, in Turkey both elementary and secondary school mathematics curriculums have changed in the light of new demands since 2005. In order to perform the expected change in newly developed curriculum, computer should be integrated into learning and teaching process. Teachers' beliefs play a key role in this integration process. Negative beliefs against using computer in mathematics teaching may lead to failure of this process. With the help of this study, it is aimed to detect mathematics teachers' beliefs concerning Computer Assisted Mathematics Instruction (CAMI). Within the scope of this aim, the conducted questionnaire (The opinions of teachers about using computer in Mathematics Instruction) has been carried out on 91 mathematics teachers in the city of Trabzon. The acquired results have shown that mathematics teachers have developed negative opinions against CAMI. This state has revealed that there is a huge inconsistency between curriculum's positive expectations arising from computer usage and teachers' convictions.

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Section: Discussionmentioning

confidence: 99%

The gap between expectations and reality: integrating computers into mathematics classrooms

Güven

Çakıroğlu

Akkan

2009

Asia Pacific Educ. Rev.

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“…Results of three studies (50%) reported that in-service teacher training program has a positive impact on teachers' beliefs and attitude for teaching and curriculum change Ha, Lee, Chan and Sum, 2004;Keay 2006b). Other two interventions (33.3%) including a workshop focused on critical thinking teaching methodology and a training program with follow-up consultation were used to influence the teachers' classroom practice (Donnelly, Helion and Fry, 1999;McKenzie, Sallis, Faucete, Roby and Kolody, 1993), wherein one program enabled teachers to modify their instruction to promote critical thinking in PE class, while the other program helped teachers to offer more effective classes.…”

Section: In-service Teachersmentioning

confidence: 99%

The Teacher Development in Physical Education: A Review of the Literature

Wang¹,

Ha²

2009

ASS

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The purpose of this article was to provide a review of the research on the professional development of physical education (PE) teachers. The structured approach (Erich, Hansford and Tennent, 2004) was used for the search and analysis of literature. First, searching through computerized education databases, a total of 56 research-based articles were included in this review. Second, demographic data were summarized and analyzed according to the geographic distribution, study periods, research method, research design, and participants. Third, a review and analysis of the findings from these studies were presented according to three themes: impact of PE teacher development, types of PE teacher development, and influencing factors. The article concluded with a discussion of key issues in three themes and the recommendation for the future research.

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“…Ha et al (2004) highlighted that certain curricular changes are aimed at transforming PE from a skill-oriented curriculum to a more comprehensive educational-developmental and health-related curriculum. Skill-oriented curriculum models focus on teaching correct forms and techniques of movement skills and efficiency so they can be applied to sports and game situations.…”

Section: Challenges and Development In Pe Curriculummentioning

confidence: 99%

“…One way of achieving this is through curriculum reform and development. Reform and revision of school curricula has been undertaken in many countries to better educate students (Ha et al, 2004;Oh et al, 2013).…”

Section: Challenges and Development In Pe Curriculummentioning

confidence: 99%

Satisfaction and preferences of PE students and the head of the PE department: meeting the new curricular expectations

Fügedi

Capel

Dancs

et al. 2016

jhse

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Balázs, F., Susan, C. Dancs, H, & József, B. (2016). Satisfaction and preferences of PE students and the head of the PE department: meeting the new curricular expectations. J. Hum. Sport Exerc., 11(1), 1-18. There has been increasing emphasis worldwide on raising educational standards and improving opportunities for young people. Physical education programs are under strong pressure to demonstrate that their practices are effective in preparing students for successful healthy active living. In Hungary the Act on National Public Education (2011) is designed to achieve these purposes. The aim of this study was to understand how students perceive the daily PE program and how the heads of PE departments perceive students' perceptions as a result of this act. A total of 1,073 10-14 year-old students from 13 schools in a university city were given a questionnaire and the heads of PE at these schools were interviewed. A large number of students stated that the purpose of PE is conditioning, it is an important subject, and they will be able to utilize what they have learnt in PE later on in their lives. Heads of PE perceive that students have no clear understanding of what PE is about and they do not want thinking and fitness components in PE. Findings demonstrate a clear disagreement between students' and the heads of PE perspectives. Teachers need to adapt their practices in order to help students acquire skills and attitude for lifelong physical activities as stated in the Hungarian Curriculum (2012).

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Teachers' perceptions of in-service teacher training to support curriculum change in physical education: The Hong Kong experience

Cited by 34 publications

References 23 publications

The gap between expectations and reality: integrating computers into mathematics classrooms

The gap between expectations and reality: integrating computers into mathematics classrooms

The Teacher Development in Physical Education: A Review of the Literature

Satisfaction and preferences of PE students and the head of the PE department: meeting the new curricular expectations

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