scholarly journals Comparative Study of Graduate Physical Education Teacher Preparation Program among Mainland China, Hong Kong and Taiwan

2016 ◽  
Vol 22 (1) ◽  
pp. 21-31
Author(s):  
Lulu GAO ◽  
Ting WU
Keyword(s):  
Hong Kong ◽  
Teacher Preparation ◽  
Program Development ◽  
Graduate Programs ◽  
Mainland China ◽  
University Education ◽  
Teacher Preparation Program ◽  
Educational Systems ◽  
Physical Education Teacher ◽  
Normal University

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purposes of this study were to use the teacher preparation models of graduate programs from Capital Sports University, Education University of Hong Kong, and National Taiwan Normal University as examples, to analyze and compare the differences in the aspects of program development, aims of program, recruitment policies and curriculum system these four difference regions. The results of this study illustrated the diverse teacher preparation models from three different educational systems, cultures, and teacher preparation models, would greatly help experts to understand these differences, and learn from each other. 本研究以首都體育學院、香港教育大學、臺灣師範大學的體育專業研究生培養模式為例，從三所高校的發展歷程、培養目標、招生制度、課程體系四個方面做比較研究，從而分析和對比中國大陸與香港、臺灣地區高校體育專業研究生培養模式的差異及優缺點，通過比較與借鑒擁有“中西合璧”風格的香港、臺灣地區的體育學研究生教育方式，優化和改革中國大陸體育研究生教育的課程結構、內容、培養方式等措施，以提高我國體育專業研究生的教育品質。

Preservice Physical Education Teachers’ Perceived Physical Literacy and Teaching Efficacy

2021 ◽  
Vol 40 (1) ◽  
pp. 146-156
Author(s):  
Siu-Ming Choi ◽  
Raymond Kim-Wai Sum ◽  
Tristan Wallhead ◽  
Amy Sau-Ching Ha ◽  
Cindy Hui-Ping Sit ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Physical Education ◽  
Teaching Efficacy ◽  
Teacher Preparation Program ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Physical Literacy ◽  
Students With Special Needs ◽  
Education Teacher

Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers’ perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers’ knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers’ PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization.

Crisis and opportunity in teacher preparation in the pandemic: exploring the “adjacent possible”

2020 ◽  
Vol 5 (3/4) ◽  
pp. 237-245
Author(s):  
Amy B.M. Tsui ◽  
Carol K.K. Chan ◽  
Gary Harfitt ◽  
Promail Leung
Keyword(s):  
Hong Kong ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Online Teaching ◽  
Teacher Preparation Program ◽  
Data Set ◽  
Teaching Resources ◽  
Content Type ◽  
Team Members ◽  
Online Platform

PurposeThis paper draws on Kauffman's theory of the “adjacent possible” to make sense of the practices which have emerged in response to school and university closures in Hong Kong and reflects on what opportunities exist in this current global crisis.Design/methodology/approachThis paper drew on qualitative data from two emergent practices – the e-practicum and co-teaching on an online platform – in a teacher preparation program at the University of Hong Kong. The data set included online teaching resources produced by student teachers (STs), reflections from STs, feedback from mentors and university tutors, interactions on an online platform and interviews with co-teaching team members.FindingsThe authors found “emergent practices” were developed in response to the pandemic by pushing the boundaries of existing practices and exploring the opportunities hovering at the edges of the possible. These practices were still evolving, but they contained elements that can morph into innovative practices in teacher preparation.Originality/valueThis paper provides a perspective on where opportunity in a crisis can be found and what innovation means in an educational context.

Getting Out of the Box

2020 ◽  
pp. 217-246
Author(s):  
Peter Serdyukov
Keyword(s):  
Teacher Preparation ◽  
International Education ◽  
Teacher Preparation Program ◽  
Educational Systems ◽  
Practical Applications ◽  
Global Context ◽  
The Us ◽  
National University ◽  
Education Courses

Globalization affects nations, cultures, and education in multiple ways. Quality of education to a large extent depends on the teacher quality. To reform education and teacher preparation from within is ineffective – first of all, we have to consider effects of the national culture on education, educators, and learners. This chapter offers a comparative study of several nations' cultural characteristics and their impact on education. Many innovative ideas and practices can be learned from advanced international educational systems and adapted to the US schools. For that we should introduce comparative international education courses with a focus on practical applications into every teacher preparation program. The author presents an example of a specialization US Education in Global Context taught at National University.

Trade Ties between Hong Kong and Mainland China

Asian Survey ◽  
1970 ◽  
Vol 10 (9) ◽  
pp. 820-839
Author(s):  
Patrick Yeung
Keyword(s):  
Hong Kong ◽  
Mainland China
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