Differences in the content knowledge of those taught to teach and those taught to play
Yükleniyor...
Tarih
2018
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Human Kinetics Publ Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Purpose: Little is known about how teachers acquire specialized content knowledge (SCK). We examine the hypothesis that SCK is not acquired from K-12 physical education and from extracurricular activities characterized by playing; instead, SCK must be explicitly taught to teachers. Method: Students were enrolled in either basic physical activity instruction classes (n = 119), where the focus of instruction was on learning to play (common content knowledge), or physical education teacher education movement classes (n = 72), where the focus of instruction was on learning to teach (SCK). Content maps were used to assess the SCK of the study participants prior to and after receiving instruction in badminton, tennis, basketball, and volleyball. Results: Non-parametric statistics showed significant differences in pretest scores. However, these differences were determined to be not meaningful. Pre-post gains were significant for both groups but, meaningfully different only for the teaching group. Discussion: Findings demonstrate that (a) SCK is not acquired in any depth from engagement in K-12 physical education and extracurricular experiences, and (b) can be explicitly taught to teachers.
Açıklama
WOS:000426596500006
Anahtar Kelimeler
Content Knowledge, Pedagogical Content Knowledge, Specialized Content Knowledge, Teacher Education
Kaynak
WoS Q Değeri
Q2
Scopus Q Değeri
Q1
Cilt
37
Sayı
1
Künye
Ward, P., Tsuda, E., Dervent, F., Devrilmez, E. (2018). Differences in the content knowledge of those taught to teach and those taught to play. Journal of Teaching in Physical Education, 37, 1, 59-68.
