scholarly journals Professional Socialization of Pre-service Physical Education Teachers in Hong Kong Institute of Education

2000 ◽  
Vol 6 (2) ◽  
pp. 15-25
Author(s):  
Chung LI
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Professional Learning ◽  
Professional Socialization ◽  
Early Stage ◽  
Physical Education Teachers ◽  
Full Time ◽  
Socialization Process ◽  
Physical Education Teacher Education ◽  
Subjective Meanings

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This paper presents a qualitative study with the use of the interpretive paradigm to capture subjective meanings that pre-service Physical Education (PE) teachers gave to their professional socialization process at the early stage of their two-year full-time teacher-training program. Data concerning their actions, feelings and reflection on their practical, pedagogical and theoretical modules were collected through interviewing and writing of reflective journal. Participants were analyzed according to their types namely, "athletes", "idealists", "pragmatists", "followers" and "the insecure group" while joining the program. It was interesting to find that they all articulated their professional learning to the "process knowledge" through experience rather than "propositional" one in the form of discipline based and theoretical conceptions regardless of their types. The findings provide information about how pre-service PE teachers learn and develop their professional knowledge, which in return, generate implications on how the Physical Education Teacher Education (PETE) program can be implemented effectively in Hong Kong.本文章以詮釋理念來探索香港敎育學院體育學系本科生職化的過程，研究對象為二十位來自體育學系的本科生，對部份師資培訓課程及經歷作出回顧及分析，藉此了解其學習模式及職化過程，並對現有的課程作出了探討及建議。

scholarly journals Profile of Job Satisfaction among Physical Education Teachers in Hong Kong and Their Intention to Change Jobs

1998 ◽  
Vol 4 (1) ◽  
pp. 29-41
Author(s):  
Robert Siu Kuen NG
Keyword(s):  
Job Satisfaction ◽  
Hong Kong ◽  
Physical Education ◽  
Demographic Data ◽  
Teaching Profession ◽  
Physical Education Teachers ◽  
Full Time ◽  
Job Descriptive Index ◽  
Statistical Relationships ◽  
And Migration

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to investigate the job satisfaction of Physical Education (P.E.) teachers in Hong Kong and their intention to stay or leave P.E. profession and teaching career. By means of proportional stratified random sampling, 400 questionnaires of Chinese version of Job Descriptive Index (JDI) and Job in General (JIG) were distributed to the full time Hong Kong P.E. teachers. Useable data from 181 respondents (62.4% from primary school teachers; 45.9% were male) representing 45.3% response rate. The .05 level was employed to evaluate the significance of the statistical relationships.68.5% and 79.6% of P.E. teachers were dissatisfied or very dissatisfied in the facets of 'present pay' and 'promotion', respectively. 26.0% (n=47; male=18, female=29) of the respondents reported not willing to teach P.E. within 5 years. 'Physical and mental exhaustion' (29.5%) and 'dislike of teaching P.E.' (27.3%) were the most commonly stated reasons. 17.7% (n=32; male=15, female=17) of the respondents intended to leave teaching profession within 5 years. Their stated reasons were 'physical and mental exhaustion' (24.0%), 'changing job' (24.0%) and 'migration' (20.0%). Low multiple R squares were found between JDI, JIG and the demographic data. Implications of the study and recommendations for further research were suggested.本文目的是探討香港體育教師工作滿足感的概況及其在五年內離職的意向。這項研究採用分層隨機抽樣寄出四百份調查問卷。在一九九六年四月至六月期間收回可應用的問卷共181份，回應率爲45.3%。研究結果顯示接近七成及八成體育教師分別不滿意或非常不滿意他們現在的薪酬及晉升機會。在未來五年內，打算不任教體育科的教師佔26.0%(男=18人；女=29 人；合共47人)，其原因爲身心筋疲力竭的佔29.5%，對任教體育科失去興趣的佔27.3%。此外，有17.7%(男=15人；女=17人；合共32人)的體育教師打算在未來五年內離職，他們所持的原因分別爲身心筋疲力竭和轉職的各佔24%，移民外國的佔20%。研究結果促請有關部門及主管儘早訂立長遠計劃改善體育教師的待遇，以維持和提高現有教師對工作的積極性，進而 提升教師的工作滿足感。

scholarly journals Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 312
Author(s):  
Hakki Ulucan
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Family Conflict ◽  
Physical Education Teachers ◽  
Full Time ◽  
Meaningful Difference ◽  
Work Family Conflict ◽  
Family Conflicts ◽  
Satisfaction Scale ◽  
Work Family

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirşehir city and its counties. To acquire the job satisfaction datum; the Minnesota job satisfaction Scale, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish version by Baycan (1985), was used. For acquiring the work-family conflict datum the Work-Family Conflict Scale, developed by Netemeyer et al. (1996) and adapted to Turkish by Efeoglu (2006), was used. While there was no meaningful difference determined between groups in the job satisfaction levels of physical education teachers according to gender and working year in the institution variance there was a meaningful difference determined between groups according to age and working year variance. When work-family conflict levels of teachers are considered while there was no meaningful difference found between groups according to gender variance there was a meaningful difference determined between groups according to age and working year in that institution variances. As a result, there was no meaningful relationship found between job satisfaction levels and work-family conflict levels of physical education teachers.

Chapter 5: Using Social Media: One Physical Education Teacher’s Experience

2020 ◽  
Vol 39 (4) ◽  
pp. 464-471 ◽  
Author(s):  
Collin C. Brooks ◽  
Jaimie M. McMullen
Keyword(s):  
Social Media ◽  
Physical Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Sense Of Community ◽  
Physical Education Teachers ◽  
Instrumental Case Study ◽  
Community Theory ◽  
Categorical Aggregation

Purpose: This study explored one physical education teacher’s engagement in an online professional learning community and her perceptions of its impact on her own feelings of isolation. Sense of community theory was used as a lens to explore the data. Method: Using a single instrumental case study design, the participant of this study was a female physical education teacher. The data were collected through semistructured interviews, public tweets (Twitter), and informal participant communication (Voxer). The data were analyzed using categorical aggregation, and codes with similar meanings were combined to develop themes. Results: Three themes were evident across data sources that represented her perceptions of participation in an online professional learning community: (a) taking initiative, (b) different support systems, and (c) stages of social media participation. Conclusion: Social media can provide a sense of community for physical education teachers, allowing them to feel less isolated.

Anti-fat bias by professors teaching physical education majors

2016 ◽  
Vol 23 (1) ◽  
pp. 127-138 ◽  
Author(s):  
Fabio Fontana ◽  
Ovande Furtado ◽  
Oldemar Mazzardo ◽  
Deockki Hong ◽  
Wagner de Campos
Keyword(s):  
Physical Education ◽  
Role Models ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Teacher Education Programs ◽  
Physical Education Teacher Education ◽  
Physical Education Departments ◽  
Physical Education Majors ◽  
Body Sizes ◽  
Awareness Programs

Anti-fat bias by professors in physical education departments may interfere with the training provided to pre-service teachers. The purpose of this study was to evaluate the attitudes of professors in physical education departments toward obese individuals. Professors from randomly selected institutions across all four US regions participated in the study ( N = 94). Participants took the Implicit Association Test and answered the Anti-Fat Attitude Scale and two questions specifically designed to measure their attitudes toward physical education teachers and majors who are obese. The participants exhibited implicit good–bad ( p < .001) and lazy–motivated ( p < .001) anti-fat biases. Professors favored accepting majors who are obese ( p < .001), but they strongly disapproved of obese physical education teachers as role models to their students ( p < .001). Explicit anti-fat bias was associated with a stronger disapproval of physical education teachers who are obese as role models to students ( p < .001) and accepting majors who are obese ( p < .001). Implicit good–bad anti-fat bias was associated with a stronger disapproval of obese physical education teachers as role models to students ( p = .047). The anti-fat bias demonstrated by the professors may negatively affect the training of pre-service physical education teachers to work with students of all body sizes. Awareness programs may be necessary to diminish anti-fat bias among professors in physical education teacher education programs.

scholarly journals Hemmafru eller gymnastikdirektör eller både och? Kvinnliga gymnastikdirektörer, GCI och folkhemmet 1932–1952

2019 ◽  
Vol 6 (1) ◽  
pp. 3-23
Author(s):  
Leif Yttergren
Keyword(s):  
Physical Education ◽  
Middle Class ◽  
Welfare State ◽  
Physical Education Teachers ◽  
Full Time ◽  
Physical Education Teacher ◽  
Central Institute ◽  
Education Teacher ◽  
Occupational Career ◽  
The Welfare State

Housewife or Physical Education Teacher? Or Both? Female Physical Education Teachers and the Welfare State, 1932–1952The purpose of the article is to analyse the occupational careers and lifestyles of 32 female physical education teachers during the period 1932–1973. The results show that women could work both as physiotherapists and as physical education teachers. Many chose the former, which in Central Institute of Gymnastics’ (Gymnastiska centralinstitutet, GCI) own historical writing has been reduced in favor of the physical education teachers. The women came from the middle or upper middle class of society. They were around 20 years old when they started the two-year education at GCI, which attracted students from all over the country. They could combine marriage and children with work, even though it meant duplication and difficulty in bringing together the so-called “life puzzle.” Unlike many other women at this time, the physical education teachers chose the occupational career instead of becoming full time housewives. Their attitude can be explained by the occupational and caring character of the profession, but also with the strong loyalty that existed in the group and the GCI-spirit.

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