The Development Of Physical Education Teacher Education In Hong Kong Pre And Post1997

Hong Kong was returned to China in1997. Ever since, a more vital and dynamicHong Kong was portrayed to the world through over ten years implementation of theadministrative approach of "one country two systems","Hong Kong people ruling HongKong" and "a high degree of autonomy". Since the reunification, a number of educationalreforms have taken place in Hong Kong. In line with implementation of the "3-3-4"academic structure, the four-year undergraduate program will be implemented, and thetertiary institutions have been actively planning the implementation of the new four-yearcurriculum in2012-2013academic year. To provide a good ground for education, theteaching staff of Physical Education Teacher Education (PETE) endeavor to implement thereform of Physical Education (PE) profession and actively participate in related work.The theme of this study is the development of PETE in Hong Kong. In search of thefuture professional development in PE, there is a comprehensive understanding of theunique situation of PETE before and after the handover, in depth exploration of socialdemand factors, detailed analysis of its institutional characteristics and objective analysisof the training model and quality of human resources. Through the three institutions whichoffer the undergraduate programs of PETE as research cases and through interviews withexperts and use of NVivo8software to process and analyze all the interviews, thefollowing conclusions are reached:-(1) There are close links between social needs and the development of PETE in HongKong. Local universities offering undergraduate program in PETE can effectivelyimprove the academic level of PE teachers and help develop local PE professional talents.The reunification factor brought positive impact to PETE in Hong Kong although thechanges are not obvious and there are certain limitations. To a certain extent, it provides afavorable opportunity for change.(2) In the past, PETE in Hong Kong was subject to the political environmentrestrictions such that pre-service training of PE teachers only reached teacher certificate leveland seriously affected their development. At present, the certificate level is improved todegree level and full degree programs are implemented. This brings positive and far-reachingimpact on PETE in Hong Kong. Hong Kong Certificate of Education Examination in PEhelps to improve the status of PE subject, directly enhances the establishment of PEGraduate Masters and creates the demand for undergraduate program for PE teachers all ofwhich are favorable to the universities offering of degree courses in PE.(3) The primary and secondary school teachers in Hong Kong are divided intoCertificate Masters and Graduate Masters. Together with the restriction imposed by asingle certificate program, the career development of PE teachers is hampered. The full implementation of degree programs of PE and abolition of certificate programs bringpositive impact and favorable development to PETE. The Government plays a leading rolein the development of PETE in Hong Kong, setting up manpower schemes appropriate tosocial demand situations to ensure appropriate use of resources.(4) There are pros and cons to running PE in a decentralized or centralized manner.Through different models, a wide range of courses are provided in the uniquecharacteristics of the institutions. This benefits the development of PETE in Hong Kongsubstantially. The implementation of3-3-4new academic structure poses challenge toPETE and the present supply and content of training programs are sufficient to meet therelated needs. If the teaching hour of PE in schools is increased, it will allow more roomfor PE teachers to develop their potentials and enhance the development of PETE.(5) Hong Kong PE Curriculum has developed in its different models and diversified,which appropriately respond and adjust to the social environmental changes, actualsituations and needs and effectively prevent waste of human resources. There are merits tothe two models: separating primary and secondary education and combining primary andsecondary education, the main reason for introducing cross-sectoral model is strengthernstudents competitiveness to meet the needs of reality.(6) The Hong Kong Institute of Education (HKIEd), the Chinese University of HongKong (CUHK) and the Hong Kong Baptist University (HKBU) play crucial role in thedevelopment of PETE in Hong Kong. Through returning of PE scholars from abroad,innovative thinking is imported setting a correct development route and effectivelyenhancing the academic status of PE. The Deep Collaboration Project among institutions isa good idea. It effectively uses resources to enhance the academic achievements. However,when implemented, it did face various difficulties leaving it at the theoretical level withoutbeing effectively implemented or assisting the development of PETE in Hong Kong.(7) The areas of PETE adopt outcome-based learning model and should not encountermany difficulties in the implementation process. It also enables one to re-examine thecourses content of PETE, adding the element of generic skills training to meet therequirements of the current education reform. The closer ties of PE and Health will be thecrucial leading factor in the future development of PETE, it is necessary that the programsstrengthen the health elements to promote the professional training in PETE.