This paper examines the urgent need for pedagogical reflection in physical education and the implications for physical educators in the new century. A model for ‘no-change in environment’ and a model for ‘adaptive process’ are proposed. A ‘mixed-mode pedagogical reflection model’ is introduced. The relationships between pedagogical reflection and teaching quality are examined. Teaching quality stresses on considerable educational and intrinsic value. Physical educators can reflect not just on technical and practical reflection. It is recommended to have critical reflection in order to achieve self-improving and maintain quality teaching. It is argued that physical educators have their own theories on pedagogical reflection and these theories are effective and meaningful after their own critical reflection. The needs of reflective PE teacher has been an urgent topic in the new century. 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|