Factors influencing pre-service teachers' perception of teaching games for understanding: a constructivist perspective

References

• Bechtel , P. A. and O'Sullivan , M. 2007 . Enhancers and inhibitors of teacher change among secondary physical educators . Journal of Teaching in Physical Education , 26 ( 3 ) : 221 – 235 .
   Web of Science ®Google Scholar
• Boghossian , P. 2006 . Behaviorism, constructivism, and socratic pedagogy . Educational Philosophy and Theory , 38 ( 6 ) : 713 – 722 .
   Google Scholar
• Bunker , D. and Thorpe , R. 1982 . A model for the teaching of games in the secondary school . Bulletin of Physical Education , 10 : 9 – 16 .
   Google Scholar
• Burbank , M. D. and Kauchak , D. 2003 . An alternative model for professional development: investigations into effective collaboration . Teaching and Teacher Education , 19 ( 5 ) : 499 – 514 .
   Web of Science ®Google Scholar
• Butler , J. 2005 . TGfU pet-agogy: old dogs, new tricks and puppy school . Physical Education & Sport Pedagogy , 10 ( 3 ) : 225 – 240 .
   Google Scholar
• Butler , J. I. and McCahan , B. J. 2005 . “ Teaching games for understanding as a curriculum model ” . In Teaching games for understanding. Theory, research and practice , Edited by: Griffin , L. L. and Butler , J. I. 33 – 55 . Champaign , IL : Human Kinetics .
   Google Scholar
• Cobb , P. 2005 . Constructivism: theory, perspectives and practice , New York , NY : Teachers College Press .
   Google Scholar
• Corcoran , T. B. , Shields , P. M. and Zucker , A. A. 1998 . Evaluation of NSF's statewide systemic initiatives (SSI) program: The SSIs and professional development for teachers , Menlo Park , CA : SRI International .
   Google Scholar
• Cothran , D. J. 2001 . Curricular change in physical education: success stories from the front line . Sport, Education & Society , 6 ( 1 ) : 67 – 79 .
   Web of Science ®Google Scholar
• Creswell , J. W. 2007 . Qualitative inquiry and research method: Choosing among five approaches , 2nd. edn , Thousand Oaks , CA : Sage .
   Google Scholar
• Cruz , A. 2004 . Teachers’ and students’ perceptions of teaching games for understanding approach in physical education lessons . Journal of Physical Education & Recreation (Hong Kong) , 10 ( 2 ) : 57 – 66 .
   Google Scholar
• Curriculum Development Council (CDC) 2002 Physical education: key learning area curriculum guide (Primary 1-Secondary 3) (Hong Kong Special Administrative Region,The Education Department) .
   Google Scholar
• Curriculum Development Council (CDC) & Hong Kong Examinations and Assessment Authority (HKEAA) 2007 Physical education key learning area- physical education curriculum and assessment guide (Hong Kong, Education and Manpower Bureau) .
   Google Scholar
• Darling-Hammond , L. and Bransford , J. 2005 . Preparing teachers for a changing world: what teachers should learn and be able to do , New York : Jossey-Bass .
   Google Scholar
• Day , C. 2002 . School reform and transitions in teacher professionalism and identity . International Journal of Educational Research , 37 : 677 – 692 .
   Google Scholar
• Education Commission 2002 Education reform progress report on the education reform Hong Kong Government,Education Commission , Hong Kong .
   Google Scholar
• Ennis , C. D. 1994 . Knowledge and beliefs underlying curricular expertise . Quest , 46 ( 2 ) : 164 – 175 .
   Web of Science ®Google Scholar
• Ennis , C. D. 2006 . Curriculum: forming and reshaping the vision of physical education in a high need, low demand world of schools . Quest , 58 : 41 – 59 .
   Web of Science ®Google Scholar
• Fosnot , C. T. 1993 . Rethinking science education: a defense of Piagetian constructivism . Journal of Research in Science Teaching , 30 ( 9 ) : 1189 – 1201 .
   Web of Science ®Google Scholar
• Fosnot , C. 2005 . Constructivism: theory, perspectives and practice , New York , NY : Teachers College Press .
   Google Scholar
• Fosnot , C. T. and Perry , R. S. 2005 . “ Constructivism: a psychological theory of learning ” . In Constructivism: theory, perspectives and practice , Edited by: Fosnot , C. T. 8 – 38 . New York : Teacher's College Press .
   Google Scholar
• Freiberg , J. 1999 . Beyond behaviorism: changing the classroom management paradigm , Boston , MA : Allyn & Bacon .
   Google Scholar
• Fullan , M. 1999 . Change forces: the sequel , London : Falmer .
   Google Scholar
• Fullan , M. 2003 . Change agent . Journal of Staff Development , 24 ( 1 ) : 55 – 58 .
   Google Scholar
• Garet , M. S. , Porter , A. C. , Desimone , L. , Birman , B. F. and Yoon , K. S. 2001 . What makes professional development effective? Results from a national sample of teachers . American Educational Research Journal , 38 ( 4 ) : 915 – 945 .
   Web of Science ®Google Scholar
• Griffin , L. , Mitchell , S. and Oslin , J. 1997 . Teaching sport concepts and skills a tactical games approach , Champaign , IL : Human Kinetics .
   Google Scholar
• Guskey , T. R. 2002 . Professional development and teacher change . Teacher and Teaching: Theory and Practice , 8 ( 3 ) : 381 – 391 .
   Google Scholar
• Ha , A. S. , Butler , J. I. , Pratt , D. D. & Collins , J. B. 2008 Vancouver Canada May Teaching games for understanding: a study of Hong Kong prospective physical education teachers' beliefs, intentions and actions in teaching . Paper presented at the 4th International Conference 2008-Understanding Games: Enhancing Learning in Teaching and Coaching .
   Google Scholar
• Ha , A. S. , Lee , J. C. , Chan , D. W. and Sum , R. K. 2004 . Teachers’ perceptions of in-service teacher training to support curriculum change in physical education: the Hong Kong experience, Sport . Education & Society , 9 ( 3 ) : 421 – 438 .
   Google Scholar
• Hiebert , J. , Carpenter , T. P. , Fennema , E. , Fuson , K. , Human , P. , Murray , H. , Olivier , A. and Wearne , D. 1996 . Problem solving as a basis for reform in curriculum and instruction: the case of mathematics . Educational researcher , 25 ( 12 ) : 12 – 21 .
   Google Scholar
• Holt , N. L. , Strean , L. and Bengoechea , W. B. 2002 . Expanding the teaching games for understanding model: new avenues for future research and practice . Journal of Teaching in Physical Education , 21 : 177 – 192 .
   Web of Science ®Google Scholar
• Huba , M. E and Freed , J. E. 2000 . Learner-centred assessment on college campuses , Boston , MA : Allyn and Bacon .
   Google Scholar
• Jeffrey , B. 2003 . Countering learner instrumentalism through creative mediation . British Education Research Journal , 29 ( 4 ) : 489 – 503 .
   Web of Science ®Google Scholar
• Jenkins , J. M. , Garn , A. and Jenkins , P. 2005 . Preservice teacher observations in peer coaching . Journal of Teaching in Physical Education , 24 : 2 – 23 .
   Web of Science ®Google Scholar
• Kirk , D. and McPhail , A. 2002 . Teaching games for understanding and situated learning: re-thinking the Bunker-Thorpe model . Journal of Teaching in Physical Education , 21 : 177 – 192 .
   Web of Science ®Google Scholar
• Krippendorff , K. 1980 . Content analysis: an introduction to its methodology , Beverly Hills : Sage Publication .
   Google Scholar
• Kwon , Y. I. 2002 . Western influence in Korean preschool education . International Education Journal , 3 ( 3 ) : 153 – 164 .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: legitimate peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• Li , C. and Cruz , A. 2006 . “ Learning to teach games for understanding: experiences from four pre-service physical education teachers in the Hong Kong Institute of Education ” . In Teaching games for understanding in the Asia-Pacific region , Edited by: Liu , R. , Li , C. and Cruz , A. 25 – 36 . Hong Kong : The Hong Kong Institute of Education .
   Google Scholar
• Light , R. 2002 . The social nature of games: Australian pre-service primary teachers’ first experiences of Teaching Games for Understanding . European Physical Education Review , 8 ( 3 ) : 286 – 304 .
   Google Scholar
• Light , R. 2003 . “ Pre-service primary teachers’ responses to TGfU in an Australian university: no room for heroes ” . In Teaching game for understanding in physical education and sport , Edited by: Butler , J. , Griffin , L. , Lombardo , B. and Nastaasi , R . 67 – 75 . Champaign , IL : Human Kinetics .
   Google Scholar
• Light , R. and Butler , J. 2005 . A personal journey: TGfU teacher development in Australia and the USA . Physical Education & Sport Pedagogy , 10 ( 3 ) : 241 – 254 .
   Google Scholar
• Light , R. and Fawns , R. 2003 . Knowing the game: integrating speech and action in games teaching through TGfU . Quest (00336297) , 55 ( 2 ) : 161 – 176 .
   Web of Science ®Google Scholar
• Light , R. and Tan , S. 2006 . Culture, embodied experience and teachers' development of TGFU in Australia and Singapore . European Physical Education Review , 12 ( 1 ) : 99 – 117 .
   Web of Science ®Google Scholar
• Liu , Y. K. 2002 . Games teaching: teaching games for understanding , Hong Kong : The Hong Kong Institute of Education .
   Google Scholar
• Liu , Y. K. 2004 Australia Teaching games for understanding: implementation in Hong Kong context . Proceedings of the 2nd International Conference: Teaching Sport and Physical Education for Understanding .
   Google Scholar
• McNeill , M. C. , Fry , J. M. , Wright , S. C. , Tan , W.K.C. , Tan , K. S. S. and Schempp , P. G. 2004 . In the local context’: Singaporean challenges to teaching games on practicum, Sport . Education and Society , 9 ( 1 ) : 3 – 32 .
   Google Scholar
• Merriam , S. 1998 . Case study research in education: a qualitative approach , San Francisco : Jossey-Bass .
   Google Scholar
• Meyer-Botnarescue , H. and Machado , J. M . 2004 . Student teaching: early childhood practicum guide , 5rd edn , Albany : Delmar .
   Google Scholar
• Ministry of Education 2006 Physical education syllabus (Primary, Secondary, Pre-University) Curriculum Planning and Development Division , Singapore .
   Google Scholar
• National Curriculum 2007 Physical education programme of study for key stage 3 and attainment target Qualification and Curriculum Authority , London .
   Google Scholar
• Patton , M. Q. 2002 . Qualitative research and evaluation methods , 3rd edn , Thousand Oaks , CA : Sage .
   Google Scholar
• Penney , D. 2008 . Playing a political game and playing for position: policy and curriculum development in health and physical education . European Physical Education Review , 14 ( 1 ) : 33 – 49 .
   Web of Science ®Google Scholar
• Penney , D. and Jess , M. 2004 . Physical education and physically active lives: a lifelong approach to curriculum development, Sport . Education and Society , 9 ( 2 ) : 269 – 287 .
   Google Scholar
• Piaget , J. 1970 . Biology and knowledge: an essay on the relations between organic regulations and cognitive processes , Chicago : University of Chicago Press .
   Google Scholar
• Pissanos , B. W. and Allison , P. C. 1996 . Continued professional learning: a topical life history . Journal of Teaching in Physical Education , 16 ( 1 ) : 2 – 19 .
   Web of Science ®Google Scholar
• Pope , C. C. and O'Sullivan , M. 1998 . Culture, pedagogy and teacher change in an urban high school: how would you like your eggs done? Sport . Education & Society , 3 ( 2 ) : 201 – 226 .
   Google Scholar
• Randall , L. 2008 . Implementing TGfU in the field . Physical and Health Education Journal , 74 ( 2 ) : 16 – 20 .
   Google Scholar
• Rikard , G. L. and Knight , S. M. 1997 . Obstacles to professional development: interns’ desire to fit in, get along, and be real teachers . Journal of Teaching in Physical Education , 16 ( 4 ) : 440 – 453 .
   Web of Science ®Google Scholar
• Rossi , T. , Fry , J. , McNeill , M. and Tan , C. 2007 . The games concept approach (GCA) as a mandated practice: views of Singaporean teachers . Sport, Education & Society , 12 ( 1 ) : 93 – 111 .
   Web of Science ®Google Scholar
• Rovegno , I. 1992 . Learning a new curricular approach: mechanisms of knowledge acquisition in pre-service teachers . Teaching and Teacher Education , 8 : 253 – 264 .
   Web of Science ®Google Scholar
• Rovegno , I. and Bandhauer , D. 1997a . Psychological dispositions that facilitated and sustained the development of knowledge of a constructivist approach to Physical Education . Journal of Teaching in Physical Education , 16 ( 2 ) : 136 – 154 .
   Web of Science ®Google Scholar
• Rovegno , I. and Bandhauer , D. 1997b . Norms of the school culture that facilitated teacher adoption and learning of a constructivist approach to physical education . Journal of Teaching in Physical Education , 16 ( 4 ) : 401 – 425 .
   Web of Science ®Google Scholar
• Schoenfeld , A. 2006 . What doesn't work: the challenge and failure of the what works clearing house to conduct meaningful reviews of studies of mathematics curricula . Educational Researcher , 35 ( 2 ) : 13 – 21 .
   Google Scholar
• Taylor , E.W. 2007 . An updated transformative learning theory: a critical review of the empirical research (1999–2005) . International Journal of Lifelong Education , 26 : 173 – 191 .
   Google Scholar
• Vygotsky , L. S. 1978 . Mind in society: the development of higher psychological process (trans. M. Cole) , London : Harvard University Press .
   Google Scholar
• Ward , P. and Doutis , P. 1999 . Toward a consolidation of the knowledge base for reform in physical education . Journal of Teaching in Physical Education , 18 ( 4 ) : 382 – 402 .
   Web of Science ®Google Scholar
• Webber , R.P. 1990 . Basic content analysis , Newbury Park , California : Sage Publications .
   Google Scholar
• Wong , A. and Louie , L. 2002 . What professional educators can learn from practicing physical education teachers? . The Physical Educator , 59 ( 2 ) : 90 – 104 .
   Google Scholar
• Wright , S. , McNeill , M. , Fry , J. , Tan , S. , Tan , C. and Schempp , P. 2006 . Implications of student teachers’ implementation of a curricular innovation . Journal of Teaching in Physical Education , 25 : 310 – 328 .
   Web of Science ®Google Scholar