scholarly journals Pedagogical content knowledge in students majoring in physical education vs. sport science. The same but different?

2021 ◽  
Author(s):  
Stefan Meier
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Cross Sectional Study ◽  
Special Importance ◽  
Science Students ◽  
Cross Sectional ◽  
Pedagogical Content ◽  
Sport Science ◽  
Primary Means

AbstractPedagogical content knowledge (PCK) is a special feature providing the teacher with knowledge to transform the content in ways that make it understandable to learners. This is of special importance in physical education (PE), since it is significantly different to other school subjects in many ways i.e., it is the only subject whereby physical activity (PA) is a primary means of accomplishing educational objectives. Given the importance of PCK, it is of special interest to explore the specificity of PCK in in the field of sport science. As research on PCK in German speaking countries is still at the beginning, a cross-sectional study was conducted among 622 students to explore potential differences in relation to education programmes (PE Teacher Education n = 431, sport science n = 191). Measurement invariance (MI) between the groups was carried out using multigroup confirmatory factor analysis models to ensure latent mean scores can be compared meaningfully. The progressive evaluation of MI confirms that it is possible to measure the PCK (scalar) equivalently across PETE and sport science students, along with additional variables relevant to PCK. PETE students outperformed sport science students in terms of the “instruction” subdimension (also in different stages of study), whereas not in the “student” subdimension. Prior experience in the field of PA is an advantage for high scores only in the “instruction” subdimension. Finally, the study provides first insights into the specificity of PCK in the field of sport science.

scholarly journals PERKEMBANGAN KEMAMPUAN PEDAGOGICAL CONTENT KNOWLEDGE (PCK) CALON GURU BIOLOGI PADA PENDEKATAN KONKUREN

2016 ◽  
Vol 35 (3) ◽  
Author(s):  
Yenny Anwar ◽  
Nuryani Y. Rustaman ◽  
Ari Widodo ◽  
Sri Redjeki
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Cross Sectional Study ◽  
Study Data ◽  
Sectional Study ◽  
Cross Sectional ◽  
Pedagogical Content

Abstrak: Tujuan penelitian ini adalah untuk memperoleh gambaran tahap perkembangan kemampuan PCK calon guru biologi yang mengikuti program konkuren. Perkembangan PCK diteliti selama  satu tahun setelah melalui semester ganjil dan praktik mengajar, dengan menggunakan metode Cross-sectional study. Data dikumpulkan dari CoRe dan PaP-eRs yang dibuat calon guru dan hasil wawancara. Sebagai data tambahan pelaksanaan pembelajaran oleh calon guru juga diobservasi. Data hasil penelitian dianalisis dengan teknik deskriptif kualitatif dan kuantitatif  menggunakan desain konkuren triangulasi (concurrent triangulation design). Hasil penelitian menunjukkan   Kemampuan PCK calon guru biologi yang mengikuti program pendidikan guru pada pendekatan konkuren mengalami peningkatan secara bertahap dari waktu ke waktu, mulai dari pra PCK menjadi growing PCK.  Dari hasil tersebut dapat disimpulkan bahwa perkembangan PCK calon guru ini bersifat kontinum, bertahap sesuai proses pada tiap tahapan.            Kata Kunci: Pendidikan Guru Biologi, Pedagogical Content Knowledge (PCK),      Pendidikan  Guru Konkuren, Calon Guru Biologi

scholarly journals Technological pedagogical content knowledge as a predictor of physical education and sports teachers' evaluations of distance education

2021 ◽  
Vol 16 (4) ◽  
pp. 1643-1659
Author(s):  
Sumeyra Akkaya
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
General Level ◽  
Education Evaluation ◽  
Pedagogical Content ◽  
Knowledge Levels ◽  
Knowledge Scale

The aim of this study is to reveal whether physical education and sports teachers' technological pedagogical knowledge levels and some variables are significant predictors of distance education evaluation levels. The correlational design, in which the direction and strength of the relationship between more than one variable were investigated, was used in the study. The research group consists of 213 physical education and sports teachers. The data of the research were collected with the Technologic Pedagogical Content Knowledge Scale and Distance Education Evaluation Scale Technologic pedagogical content knowledge general level has increased distance education evaluation general level. Technology knowledge increased distance education evaluation general level, technical level and learning process level. Based on the results, it can be recommended that physical education and sports teachers should be given trainings to increase their technological pedagogical content knowledge levels with the aim of minimizing the problems experienced by physical education and sports teachers in the distance education process and increasing the quality of education.   Keywords:Technological Pedagogical Content Knowledge; Distance Education; Physical Education And Sports Teachers

scholarly journals Filipino Physical Education Teachers‘ Technological Pedagogical Content Knowledge on Remote Digital Teaching

2021 ◽  
Vol 11 (9) ◽  
pp. 416-423
Author(s):  
Jem Cloyd M. Tanucan ◽  
◽  
Ma. Rosita A. Hernani ◽  
Felix Diano Jr.
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Survey ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
The Philippines ◽  
Chi Square ◽  
Digital Platforms ◽  
Pedagogical Content

This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.

scholarly journals Conocimiento del contenido y conocimiento pedagógico del contenido de educación física en educación secundaria (Physical Education Content knowledge and pedagogical content knowledge in secondary education)

Retos ◽  
2017 ◽  
pp. 146-151 ◽  
Author(s):  
Fco. Javier Castejon Oliva ◽  
Fco. Javier Giménez Fuentes-Guerra
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
Teaching Efficiency ◽  
Key Aspects

El objetivo principal del estudio ha sido comprobar qué manifiesta el profesorado de educación física en educación secundaria con relación al Conocimiento del contenido y al Conocimiento Pedagógico del contenido, según su formación inicial, permanente y las clases que imparte, pues este dominio supone una característica clave de los docentes. Un total de 18 profesores de EF de secundaria (lo que supone el 72% del profesorado existente; 14 hombres y cuatro mujeres) contestaron a un cuestionario, y a cuatro de ellos se les entrevistó para ampliar la información. Los resultados muestran que en la formación inicial y para nuevos contenidos predomina el interés por el conocimiento del contenido; mientras que en los contenidos que dicen dominar o que identifican, se interesan por el conocimiento pedagógico del contenido. Los resultados pueden servir para que el profesorado en ejercicio asuma una mejora en estos dos aspectos claves del conocimiento pedagógico, y la mejora de la eficacia en la enseñanza de la EF. También se señalan limitaciones del estudio en cuanto a la población y los temas abordados. Abstract. The objective of the study is to examine secondary education physical education teachers’ knowledge and pedagogical knowledge of contents, depending on their initial and permanent education, as well as on the classes they teach, as the former represents a key feature for teachers. A total of 18 secondary education PE teachers (72% of the existing teachers’ workforce; 14 men and four women) answered a questionnaire. Additionally, four of them were interviewed in order to collect further information. The results show that interest in knowing the content predominates in initial education and when presenting new contents, whereas pedagogical knowledge is the focus of teachers when they claim to master a certain content. These results can be used to promote in-service teachers’ improvement in these two key aspects of pedagogical knowledge, as well as to enhance teaching efficiency in PE. Population and addressed topics may be considered as limitations of this sudy.

scholarly journals The contribution of teaching practices on construction of the pedagogical content knowledge of future physical education teachers

2015 ◽  
Vol 34 (1) ◽  
Author(s):  
Daniel Marcon ◽  
◽  
Amandio Braga dos Santos Graça ◽  
Juarez Vieira do Nascimento ◽  
Michel Milistetd ◽  
...  
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Physical Education Teachers ◽  
Pedagogical Content
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