Pre-Service Education For Hebei Pe Undergraduates: Situation, Problems, Countermeasures

In the wave of education reform worldwide since the1960s, people increasinglyrecognized that the success or failure of educational reform lies in teachers. Teacherspecialization was called for greatly. Until the1980s, people recognized that the effective wayto improve the professional status of teachers is to continuously improve their professionaleducation. Accordingly, related concepts emerged, such as teacher specialization, teacherprofessional development, teacher education, teacher educational specialization. Somedeveloped countries, such as Singapore (1970s), Japan (1971), the United Kingdom (1980s),the United States (1986), have established a specialized mode of teacher education in linewith their national conditions.But, from the point view of specialization, the pre-service education of teachersremains now under substantial implementation and development and far from satisfactoryresults. Normal colleges and universities are not yet to take up and complete its historicalmission of training teachers with the professional standards.In PE teacher education, the sole mission is training PE teachers. In the tide of reform inhigher education at the turn of the century, PE teacher education neglects the quality ofteacher education and is directed to a one-sided pursuit of popular education to train talentswith multiple abilities and wide adaptation. To some extent, employment may be theoreticallybroadened for physical education majors, but pre-service education loses its foundation andsupport, there being a situation that physical education majors are generally not qualified asPE teachers. Therefore, this “attaching mode” of pre-service education for PE teachers andpopular education curriculum fail to train PE teachers with professional standards and isbound to affect or even hinder the professional identity and professional development of PEteachers, thereby affecting the smooth implementation of the new sports curriculum and thehealthy development of school sports.At present, PE teachers in basic education are at the undergraduate level. Therefore,exploring the situations and countermeasures for pre-service education of undergraduate PEteachers in Hebei province will be fundamental to realize specialization of pre-serviceeducation and promote the professional development of PE teachers. This thesis mainly employs documentation, questionnaire, and comprehensive analysisto examine undergraduate PE curriculums of both the2003edition undergraduate PEeducation and four colleges in Hebei province. A survey was conducted about the students ofPE education. Results indicate that their view on PE teacher is improperly directed. Theirprofessional orientation is later than expected so that their psychological preparation forteaching is insufficient. The teaching goal for skill courses is imperfect so that student’spurpose in learning these courses becomes deviated. They do not pay enough attention ofthe importance of educational practice. Educational practice is simplified, impractical andfails to train their teaching competence. This is because, for pre-service education of PEteachers, the concept has not been updated to teacher specialization and teacher educationalspecialization; the pre-service education remains an “attaching mode”; curriculums forpre-service education do not amount to specialization.Based on the findings, this paper suggests a renewal of the ideology about PE teachersand PE teacher education and a new theoretical construction of pre-service educationcurriculums.