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Divisional Research Forum Amy Wheaton Building, Magill Campus, Saturday, 12 August 20

Implications of a Dynamic Systems Approach to Teaching Dance to Hong Kong Pre-service Physical Education Teachers. Divisional Research Forum Amy Wheaton Building, Magill Campus, Saturday, 12 August 20 Lina P. Y. Chow The Hong Kong Institute of Education. Principal Supervisor:

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Divisional Research Forum Amy Wheaton Building, Magill Campus, Saturday, 12 August 20

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  1. Implications of a Dynamic Systems Approach to Teaching Dance to Hong Kong Pre-service Physical Education Teachers Divisional Research Forum Amy Wheaton Building, Magill Campus, Saturday, 12 August 20 Lina P. Y. Chow The Hong Kong Institute of Education

  2. Principal Supervisor: Professor Wendy Schiller Associate Supervisors: Dr. Annette Raynor Dr. Robyne Garrett

  3. Purpose of Study • To investigate the dance learning and teaching process of a group of pre-service physical education teachers by applying the Dynamic Systems Approach

  4. Content of Presentation • Purpose of study • Background of study • Methodology • Stage of work

  5. Purpose of the Study • investigate how a variety of constraints may affect PE student teachers in teaching and learning dance and strategies used to enhance their confidence and willingness to learning and teaching dance • apply the Dynamic Systems Theory that inform and underpin dance teaching and learning

  6. The Nature of Dance • “man did not create language, but that language created man”(Best, 1978, 1985) • a social activity for human at various stages and at difference settings • “Important means of expressing inner feelings, experiences and cultural identity” (Schiller & Meiners, 2003, p.91)

  7. Dance in Education • Dance should be made accessible to all people because it is a great art discipline (Abbs, 1990) • “Every student is entitled to a dance education that, liberated from gender stereotyping, expands her or his expressive range” (Meglin,1994)

  8. Dance in Hong Kong … • PE curriculum - FD, CRD, & CD • The current state of dance education in Hong Kong is seemed to be under an insignificant role, especially in physical education. • not mandatory in the Physical Education curriculum • In Hong Kong, only one-twelfth of the dance is included in the secondary school physical education curriculum (Street, 2002) • Unpopular activity both by teachers and students (Chow, 2002b, 2002d; Sze, 2003; Wong, 1997)

  9. Dance in Hong Kong • Dance is thought to be hard motivated comparing with the mainstream, competitive sports games, such as ball games, swimming and also track and field. • PE teachers choose to avoid dance in the PE formal curriculum (chow, 2002b , chow, 2002d; Sze, 2003 ) • Dance was even dropped from the 1996 HKCE-PE) when WFD had been included in the examination since its inception in 1989 (HK examination authority, 1991) • “Teachers competent in dance are particularly in shortage” (Wong, 1997)

  10. Education Commission Report No. 7 • “Concern about the quality of school education is an international trend. Many developed countries such as Australia, Singapore, the United Kingdom and the United States have been studying ways and carrying out reforms to improve the quality of school education. Like them, Hong Kong faces new challenges and demands. Our education system should adapt to these changes and meet the demands of a dynamic world. We have to rely on quality education to contribute to the personal growth of our students, to build a competent work force to promote social, economic and cultural development and to increase our competitiveness in the international market.” (HKEC, 1997, p.3)

  11. Education Reform in Hong Kong • In 2000, report on the reform proposal entitled “Learning for Life Learning through Life” • Whole person development in the domains of ethics, intellect, physique, social skills and aesthetic according to individual potentials

  12. 8 Key Learning Areas (KLA) • Chinese Language Education • English Language Education • Mathematics Education • Personal, Social, Humanities Education • Science Education • Technology Education • Arts Education • Physical Education

  13. Components of the PE Framework

  14. Dynamic Systems Theory • Ecological Theory (Bernstein, 1967) • Dynamical Systems Theory • Four essential elements: (1) constraints (2) self-organization (3) patterns (4) stability

  15. Methodology Quantitative & Qualitative Methods • Survey : (1) PETE Teaching questionnaire TES (Gibson & Dembo, 1984) ; PETE (Biddle, 1998); TVS (Ames, 1983) (2) Dance survey • Semi-structured interviews : individual & focus groups (Fontana & Frey, 1998; Patton, 2002 ) • Reflective journals • Observation

  16. Stage of Work • Completion of 3rd pilot study • Data processing • Drafting the first 3 chapters

  17. Thank You

  18. Constraints Movement emerge from constraints: • Individual  structural e.g. genes, height, weight, body shape  functional e.g. psychological, cognition, emotion • Environment e.g. temperature, altitude, venue • Task e.g. goal of a task, equipment

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