Pedagogical content knowledge: A qualitative study on Physical Education teacher
DOI:
https://doi.org/10.24310/riccafd.2018.v7i3.5519Keywords:
physical education, classroom techniques, knowledge, teacher educationAbstract
This research aims at describing and categorizing the discourse of Physical Education teachers with regard to Pedagogical Content Knowledge (PCK) in the Physical Education classroom and, on the other hand, to reveal the subjective understandings with which teachers structure and organize their didactic strategies to promote student learning. In methodological terms, the study is qualitative in nature, since teachers' discourse is interpreted on the basis of grounded theory, that is to say, processing is based on deconstruction of data, constant comparison and reconstruction of data. From the process of coding and categorization, the main primary categories emerge: knowledge and learning, knowledge of the curriculum in Physical Education and knowledge of teaching strategies, an issue that allows us to understand how teachers understand and deploy learning in the area.
Downloads
Metrics
References
Amade-Escot C. The contribution of two research programs on teaching content:“Pedagogical content knowledge” and “didactics of physical education”. Journal of Teaching in Physical Education. 2000;20(1):78-101.
Graça A. O conhecimento pedagógico do conteúdo: o entendimento entre a peda- gogia e a matéria. In: Gomes PBGA, editor. Educação Física e desporto na escola: novos desafios, diferentes soluções Porto: FCDEF-UP; 2001. p. 107-20.
Fernández-Balboa J-M, Stiehl J. The generic nature of pedagogical content knowl- edge among college professors. Teaching and Teacher Education. 1995;11(3):293-
Fenstermacher G. The Knower and the Know: The Nature of Knowledge in Research in Education. Review of Research in Education. 1994.
Garritz A, Trinidad-Velasco R. El conocimiento pedagógico del contenido. Educación química. 2004;15(2):98-102.
Hashweh* MZ. Teacher pedagogical constructions: a reconfiguration of pedagogical
content knowledge. Teachers and Teaching. 2005;11(3):273-92.
Marcon D, Nascimento J. Analysis of the pedagogical knowledge of prospective physical education teachers. Kinesiology. 2012;44(2):113-22.
Shulman LS. Those who understand: Knowledge growth in teaching. Educational researcher. 1986;15(2):4-14.
Shulman L. Knowledge and teaching: Foundations of the new reform. Harvard edu- cational review. 1987;57(1):1-23.
An S, Kulm G, Wu Z. The pedagogical content knowledge of middle school, math- ematics teachers in China and the US. Journal of mathematics teacher education.
;7(2):145-72.
Shulman LS. Conocimiento y enseñanza: fundamentos de la nueva reforma. Profe- sorado Revista de Currículum y formación de Profesorado. 2005;9(2):0.
Gaia S, Cesário M, Tancredi RMSP. Formação profissional e pessoal: a trajetória de vida de Shulman e suas contribuições para o campo educacional. Revista Eletrônica de Educação. 2007;1(1):142-55.
Armour KM, Yelling M. Professional development and professional learning: Bridging the gap for experienced physical education teachers. European Physical Education Review. 2004;10(1):71-93.
Fernández-Balboa J-M. Knowledge base in physical education teacher education: A
proposal for a new era. Quest. 1997;49(2):161-81.
Griffin L, Dodds P, Rovegno I. Pedagogical content knowledge for teachers: Integrate everything you know to help students learn. Journal of Physical Education, Recre- ation & Dance. 1996;67(9):58-61.
McCaughtry N. Elaborating pedagogical content knowledge: What it means to know students and think about teaching. Teachers and teaching. 2005;11(4):379-95.
Iserbyt P, Ward P, Li W. Effects of improved content knowledge on pedagogical con- tent knowledge and student performance in physical education. Physical Education and Sport Pedagogy. 2017;22(1):71-88.
Almonacid-Fierro A, Feu S, Carrizosa MV. Validación de un cuestionario para medir el Conocimiento Didáctico del Contenido en el profesorado de Educación Física. RETOS Nuevas Tendencias en Educación Física, Deporte y Recreación. 2018(34):132-7.
Ayvazo S, Ward P. Pedagogical content knowledge of experienced teachers in physi- cal education: Functional analysis of adaptations. Research Quarterly for Exercise and Sport. 2011;82(4):675-84.
Castejon Oliva FJ, Giménez Fuentes-Guerra FJ. Conocimiento del contenido y cono- cimiento pedagógico del contenido de educación física en educación secundaria. RETOS Nuevas Tendencias en Educación Física, Deporte y Recreación. 2017(32).
Iserbyt P, Ward P, Martens J. The influence of content knowledge on teaching and learning in traditional and sport education contexts: an exploratory study. Physical Education and Sport Pedagogy. 2016;21(5):539-56.
MacPhail A, Tannehill D, Karp GG. Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices. Teaching and Teacher Education. 2013;33:100-12.
You J. Portraying physical education-pedagogical content knowledge for the profes- sional learning of physical educators. Physical Educator. 2011;68(2):98.
Ward P, Ayvazo S. Pedagogical content knowledge: Conceptions and findings in
physical education. Journal of Teaching in Physical Education. 2016;35(3):194-207.
Ward P, Kim I, Ko B, Li W. Effects of improving teachers’ content knowledge on teach- ing and student learning in physical education. Research quarterly for exercise and sport. 2015;86(2):130-9.
Gibbs G. El análisis de datos en investigación cualitativa: Ediciones Morata; 2012.
Canales M. Metodologías de investigación social. Introducción a los oficios. San- tiago: Editorial LOM; 2006.
Ruiz J. Metodología de la investigación cualitativa. Bilbao: Editorial Universidad de
Deusto; 2003.
Glaser BG, Strauss AL, Strutzel E. The discovery of grounded theory; strategies for qualitative research. Nursing research. 1967;17(4):364.
Flores R. Observando observadores: una introducción a las técnicas cualitativas de investigación social: Ediciones UC; 2009.
Kvale S. Las entrevistas en investigación cualitativa: Ediciones Morata; 2011.
Taylor S, Bogdan R. Introducción a los métodos cualitativos de investigación. Barce- lona: Paidós 1984.
Coffey A, Atkinson P. Encontrar el sentido a los datos cualitativos: estrategias com- plementarias de investigacion: Editorial Universidad de Antioquia; 2003.
Strauss AL, Corbin J, Zimmerman E. Bases de la investigación cualitativa: técnicas y procedimientos para desarrollar la teoría fundamentada: Universidad de Antioquia Medellín; 2002.
OCDE. La comprensión del cerebro: El nacimiento de una ciencia del aprendizaje.
Santiago: Universidad Catolica Cardenal Raul Silva Henriquez; 2009.
Oyarce M, Almonacid A. Cognición, juego y aprendizaje: una propuesta para el área de la primera infancia. Revista Infancia, Educación y Aprendizaje. 2015;1(1):162-77.
Jensen E. Cerebro y aprendizaje: competencias e implicaciones educativas. Madrid: Narcea; 2010.
Mineduc C. Marco para la buena enseñanza. Santiago de Chile: C&C impresores.
Seners P. La lección de Educación Física. Barcelona: INDE; 1995.
Castro-Carvajal JA, Martinez-Escudero LJ, Chaverra-Fernández BE. La investig- ación en pedagogía y didáctica aplicada a la educación física. Educación y educado- res. 2012;15(3).
Moreno A, Marlen C, Almonacid A, Vargas A. La educación física chilena. Un mod- elo tecnocrático de la enseñanza y desvalorización del colectivo docente. Tandem Didáctica de la Educación Física. 2013;42:7-17.
Lagardera F, Masciano A. Un rayo de luz en el lado oculto de la educación física. La pedagogía de las conductas motrices en el gimnasio Olimpia de Chivilcoy. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte. 2014;3(1):31-45.
Downloads
Published
How to Cite
Issue
Section
License
All the contents published in Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte are subject to the Creative Commons Reconocimento-NoComercia-Compartirigual 4.0 license, the full text of which can be found at <http://creativecommons.org/licenses/by-nc-sa/4.0>
They may be copied, used, disseminated, transmitted and publicly exposed, provided that:
The authorship and original source of your publication (Journal, editorial and URL of the work) are cited.
They are not used for commercial purposes.
The existence and specifications of this use license are mentioned.
Copyright is of two kinds: moral rights and patrimonial rights. Moral rights are perpetual, inalienable, inalienable, inalienable, inalienable and imprescriptible prerogatives.
In accordance with copyright legislation, Revista Eviterna recognizes and respects the moral rights of the authors, as well as the ownership of the economic right, which will be transferred to the University of Malaga for dissemination in open access.
The economic rights refer to the benefits obtained by the use or disclosure of the works. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte is published in open access and is exclusively authorized to carry out or authorize by any means the use, distribution, disclosure, reproduction, adaptation, translation or transformation of the work.
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
9.png)
