This paper reported an autoethnographic study based on the author’s reflections during and after COVID-19 in Hong Kong. The author took on the role of a teacher educator in supporting the professional development of both pre-service and in-service teachers facing the related challenges and difficulties during the pandemic. Through ongoing dialogues with different stakeholders, including PE teachers, school principals, and university academics as well as the author’s own reflective self, the study drew upon the author’s deliberate choice to situate the efforts to engage with critical pedagogy about the broader context of changes made by PE Teacher Education in higher education institution during the COVID-19 in Hong Kong.
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.
The challenges and future development of PE were reflected.
Veriguide: A146240400999491 (8.05%).
