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dc.contributorDimmock, C.
dc.contributor.authorSum, Kim Wai Raymond
dc.date.accessioned2019-10-24T04:09:37Z
dc.date.available2019-10-24T04:09:37Z
dc.date.created2017-01-05 00:55
dc.date.issued2010-04-30
dc.identifieroai:lra.le.ac.uk:2381/7855
dc.identifierhttp://hdl.handle.net/2381/7855
dc.identifier.urihttp://hdl.handle.net/20.500.12424/833272
dc.description.abstractThis thesis investigates the professional lives of primary school physical education
 teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent
 overload and the multiple roles of physical education teachers’ worklives in Hong Kong
 brought about by education and curriculum reforms. The central research question is, “How
 do Hong Kong PSPETs manage their professional lives”. The study aims at inductively
 developing a grounded theory of how Hong Kong PSPETs manage their professional lives in
 relation to a conceptual framework based on the following interrelated concepts - identity, socialization, professionalization, and career trajectory.
 A qualitative research design is adopted to gain an in-depth understanding of the
 meaning that participants make of their professional lives. The methodological approach uses grounded theory methods, based on the meta-theory of symbolic interactionism. The
 researcher used semi-structured interviews, supplemented by documentary sources (diaries)
 for conducting data collection. Through purposive sampling methods (snowball sampling),
 eleven Hong Kong PSPETs participated in this study. Data were analyzed through three major
 types of coding, namely, open coding, axial coding and selective coding.
 The grounded theory that was constructed from the study is termed the Theory of Diversified Adaptation. The theory developed from four dovetailing categories each of which is built on “clusters” of concepts related specifically to the professional lives of Hong Kong PSPETs: “switching”, “interplaying”, “diversifying” and “assimilating”. The associations between the above categories are moderated by patterns of data that suggest a threefold typology for PSPETs in Hong Kong – “Engagers”, “Adherers” and “Dissenters”. This
 typology represents three distinct types of PSPETs based on differences in how they manage
 their work lives. Additionally, four main different sets of inter-related propositions are drawn from the findings of the study. They are the Theory of Diversified Adaptation; the categories and major processes of the theory; the context of PSPETs’ work lives, identity, socialization experience and career trajectory; and the typology of PSPETs.
 The construction of the substantive theory thus contributes to an increased appreciation
 of the diversity of PSPETs’ work in Hong Kong and to the literature on physical education
 teachers’ professionalization and professionalism. Recommendations include the professional development of PSPETs concerning multiple roles in schools are made to different stakeholders including policy-makers, teacher education institutions, school principals, and teachers. Although the theory is generalizable only to PSPETs in situations similar to the present cohort, it has implications that further studies might seek further theory development by testing the theory in similar and different contexts.
dc.languageen
dc.language.isoeng
dc.publisherUniversity of Leicester
dc.titleThe professional lives of Hong Kong primary school physical education teachers
dc.typeThesis
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10429806
ge.identifier.permalinkhttps://www.globethics.net/gel/10429806
ge.lastmodificationdate2017-01-05 00:55
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148934
ge.oai.repositoryid1577
ge.oai.setnameEducation, School of
ge.oai.setnameCollege of Social Science
ge.oai.setnameUniversity of Leicester Theses
ge.oai.setnameTheses, School of Education
ge.oai.setnameLeicester Theses
ge.oai.setspeccom_2381_428
ge.oai.setspeccom_2381_9551
ge.oai.setspeccom_2381_8805
ge.oai.setspeccol_2381_434
ge.oai.setspeccol_2381_8806
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/2381/7855


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