scholarly journals Lived Experiences of a Hong Kong Physical Education Teacher: Ethnographical and Phenomenological Approaches

2016 ◽  
Author(s):  
Raymond Sum ◽  
Teng-Yao Shi
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary School ◽  
Lived Experiences ◽  
Life Histories ◽  
Environmental Changes ◽  
Participant Observation ◽  
Research Question ◽  
Central Research ◽  
Political Empowerment

This study employed ethnographical and phenomenological methods to explore the lived experiences and career of a Hong Kong secondary school physical education (PE) teacher (Wharton) in order to embody his versatile roles through phenomenological description of a lived body itself and the lived world. The central research question is “How does a male secondary school PE teacher manage his work life and the embodiment of his professional roles?” Data collection techniques were in-depth interviewing, participant observation and field notes, participant’s reflection documentation and visual elicitation. Concepts of “play to learn,” “professional development” and “political empowerment” were used to examine Wharton’s lived experiences and career. Themes such as Static Gestalt, Dynamic Gestalt, Style Gestalt and Reversibility Gestalt were identified. This study may inform literature on sociological perspectives and the life histories of PE teachers and applicable to other teachers as they adapt to environmental changes in other settings.

scholarly journals Serving PE Teachers’ Views on the Interface of Primary and Secondary School PE in Hong Kong

2012 ◽  
Vol 18 (2) ◽  
pp. 14-23
Author(s):  
Chung LI ◽  
Alberto CRUZ ◽  
Kevin Wai Keung KAM
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary School ◽  
Interpretive Research ◽  
Research Perspective ◽  
Learning And Teaching ◽  
Telephone Interviews ◽  
Standardized Curriculum ◽  
Primary And Secondary School

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. 本文旨在探討296位在職體育教師對中小學體育課程銜接的意見。研究以詮釋理念為依據，透過問卷及跟進電話訪談以顯證他們對體育課程銜接的重要性、實施措施和改善建議的意見。結果顯示九成一在職體育教師認同銜接對促進學生學習的重要性，認定學校體育功能和所教授內容相近，有利相關課程的銜接。雖然有百分之二十一在職體育教師表示已推展一些課程銜接措施，但有關銜接措施未見系統及計劃推行。大多數體育教師期望教育局能訂定一系列標準課程以確保其成效。本研究建議提升體育教師對課程銜接的醒覺性，考慮將體育納入為小學升中呈分試科目之一，並從系統、學校及課室等層面上優化中小學體育課程的銜接，促進學與教。

Gendered processes of agricultural innovation in the Northern uplands of Vietnam

2019 ◽  
Vol 11 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Nozomi Kawarazuka ◽  
Gordon Prain
Keyword(s):  
Ethnic Minority ◽  
Gender Equity ◽  
Rural Areas ◽  
Life Histories ◽  
Participant Observation ◽  
Research Question ◽  
Small Scale ◽  
Agricultural Innovation ◽  
Content Type ◽  
Innovation Processes

Purpose This paper aims to explore ethnic minority women’s gendered perceptions and processes of agricultural innovation in the Northern uplands of Vietnam. The key research question asks how women develop innovations and learn new agricultural practices within patriarchal family structures. Design/methodology/approach In-depth interviews including life histories were conducted with 17 female and 10 male farmers from different socio-economic groups; participant observation and key informant interviews were also carried out. Findings Women’s innovation processes are deeply embedded in their positions as wives and daughters-in-law. Their innovation tends to be incremental, small-scale and less technological, and they use innovation networks of women rather than those of the formal agricultural institutions, including bringing innovation knowledge from their birth family to the patrilocal household. Unlike men’s perceived innovation, women’s innovation is strongly linked to small-scale entrepreneurship, and it is a powerful approach in the sense that it strengthens the position of women in their families while improving the household economy. Research limitations/implications Identifying socially constructed innovation processes helps policymakers to rethink the introduction of ready-made innovation packages, both in terms of content and delivery, and to facilitate innovation for women, as well as men, in marginalized positions. Social implications Understanding the gendered processes of innovation instead of measuring gender gaps in innovation outcomes sheds light on women’s interests and preferences, which can inform policies for supporting women’s innovation and thereby lead to social change, including gender equity. Originality/value This paper contributes to the understanding of gendered innovation processes and entrepreneurship associated with agriculture in rural areas in non-Western ethnic-minority contexts, which is an area that past and current research on entrepreneurship has relatively ignored.

Phoenix Rising: An Autoethnographic Account of a Gifted Black Male With Dyslexia

2017 ◽  
Vol 40 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Shawn Anthony Robinson
Keyword(s):  
Theoretical Model ◽  
Narrative Inquiry ◽  
Identity Formation ◽  
Research Design ◽  
Research Methodology ◽  
Black Male ◽  
Lived Experiences ◽  
Research Question ◽  
Central Research ◽  
Personal Experiences

The purpose of this study was to describe my academic journey as a gifted Black male with dyslexia. The central research question was the following: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the topic of examination. The research methodology used for my analysis was autoethnography, which allows personal experiences to be explored through the intersection between narrative inquiry and ethnography. The approach allowed me to fully articulate my lived experiences, which provided a deeper understanding on how the intersectionality of race, dyslexia, and giftedness influenced my identity formation. An analysis of my journey led to the finding that the intersection of identity categories must be attended to, in order to support the learning of students with “triple-identity.” The article presents a theoretical model for exploring the intersectionality of those elements.

scholarly journals Western Faculty Members' Cross-Border Lived Experiences

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Xin Bu ◽  
Bill McCaw ◽  
Patty Kero
Keyword(s):  
Lived Experiences ◽  
Research Question ◽  
The United States ◽  
Faculty Members ◽  
Central Research ◽  
Face To Face ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
Level Method

Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas’s (1994) strategy of inquiry as a framework and explored Western faculty members’ cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas’s (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants’ lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture

scholarly journals Physical Activity Level among Hong Kong Secondary School Students during Physical Education Lessons and Extra-curricular Activities: A Descriptive Study

2002 ◽  
Vol 8 (2) ◽  
pp. 38-42
Author(s):  
Lobo LOUIE ◽  
Hou Wai YUEN
Keyword(s):  
Physical Activity ◽  
Hong Kong ◽  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Activity Level ◽  
School Students ◽  
Activity Data ◽  
Regular School ◽  
Extra Curricular Activities

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to collect preliminary physical activity data of Hong Kong secondary school students during their physical education lessons, extra-curricular activity, and the whole regular school days. Physical activity was measured in terms of the step count device - pedometer. Preliminary findings suggested that gender difference existed and diversified trends were observed. Further investigations were necessary to understand the underlying factors in order to promote physical activity in school settings.本文旨在收集本港中學生於體育課及課外活動時的身體活動量，作為初步的數據，以便日後進行全面性的研究。我們利用步數記錄儀量度身體的活動量，發現男生的活動量大大超越女生，而且觀察到不尋常的趨勢，值得我們關注。

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