An autoethnography of physical education teacher educator: self-reflection for learning and teaching in Hong Kong physical education after the COVID-19 pandemic

What is it about?

At the onset of emergency alternative teaching in physical education (PE) in Hong Kong, as a rapid response to the COVID-19 pandemic, various guidelines, webinars, and online meetings focused on the adaptation made for PE teachers. As a PE teacher educator for more than twenty-five years, empowering PE teachers to take activist roles in their practice was envisioned and worked towards increasing their receptiveness to the ever-changing context of education. This paper presents a generic self-reflective model with an autoethnographic approach for PE teachers who might seek resolutions and insight by referencing the author’s reflections about learning and teaching in and after the COVID-19 pandemic in Hong Kong.

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