This thesis examines how Chinese physical education teachers are experiencing curriculum reform within the context of broad social change. Using a qualitative framework the research findings reveal how structural, personal and cultural factors converge to limit the extent to which teachers are able to embrace and implement the new curriculum
Notes
Submitted to the School of Education of the Faculty of Education, Deakin University
Thesis (Ph.D.)--Deakin University, Victoria, 2007
Bibliography
Includes bibliographical references (leaves 211-218)
