A study revealed that the student-teachers had considerable anxieties in their teaching practices in physical education (Tsui 1998a). It was revealed that the most anxious were pedagogy, teaching content adequacy, class control & management, supervision evaluation and supervisor’s subjectivity. Most of the findings were supported by other studies (Capel 1992; 1993; Paese & Zinkearf 1991; Behets 1990; Wendt & Bain 1989; Hart 1987). This has a significant implication on the existing teacher training program. Teaching practice is induced to have positive and negative influences towards pre-service teachers. Inverted-U hypothesis theory can specify the relationships between performance and anxiety level. High level of anxiety will hinder student-teachers’ learning and performance. Bad teaching practice experience will have bad influence (negative feedback) on student-teachers which may have undesirable effect on their career development. How can the Institute help to release anxious from student-teacher in teaching practice? It is possible that student-teacher will not perform their best when being evaluated. Since supervisor’s evaluation is one of the most anxious of student teacher, it is suggested the supervisor should be a mentor rather than merely an assessor. Physical education composes a variety of activities and each activity has something unique. It is suggested that the B. Ed programs should focus more on pedagogy for training a competent and reflective physical education teacher. Devote more manpower resources for teaching practices throughout the whole teacher program are highly recommended. These ongoing support will give maximum benefit to teacher professional development. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|