| 英文摘要 |
Teaching Games for Understanding (TGfU) has been recently recognized internationally as an innovative instruction model in physical education. The instruction model is also integrated into the Physical Education Teacher Education program framework. Therefore, the purpose of this study was to collect and analyze the relevant empirical articles extracted from the international journals in order to categorize the inductive results regarding to pre-service physical education teachers implementing TGfU model. Results: Three categories were induced from the results of the articles while pre-service teachers implementing TGfU: 1. “Successful experience”, which included the outcomes of student learning, pre-service teachers’ perception, and the learning environment design; 2. “Constraining factors”, which comprised of the space / equipment, insufficient allocated time, receptions of students, and readiness of instructors; and 3. “Future challenges”, which referred to teachers professional knowledge and competency, support of colleagues, coherent conceptions of teaching and learning, and congruent mentoring process. Recommendation: It is crucial, in terms of the quality of TGfU, to establish effective teacher professional learning communities to reduce constrains while implementing TGfU. In this regard, the framework of the professional learning community of pre-service teachers will be needed in the future to ensure the high quality of physical education class. |
