Formation process and content of pre-service physical education teacher’s pedagogical content knowledge in teaching practice phase

2018 ◽  
Vol 23 (1) ◽  
pp. 37-53
Author(s):  
Hyun-Sun Park ◽  
Jeong-Jun Park
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Formation Process ◽  
Teaching Practice ◽  
Practice Phase ◽  
Pedagogical Content

scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

scholarly journals Teachers’ pedagogical content knowledge in teaching word problem solving strategies

ZDM ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 165-178 ◽  
Author(s):  
Csaba Csíkos ◽  
Judit Szitányi
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problem ◽  
Word Problems ◽  
Teaching Practice ◽  
Word Problem Solving ◽  
Pedagogical Content ◽  
Explicit Teaching ◽  
Problem Solving Strategies

AbstractThis research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers’ pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers’ current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers’ opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.

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

scholarly journals Estratégias formativas: um elemento potencializador para ressignificação da prática docente Formation strategies: a potentiation element for resignification the teaching practice

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Vera Lucia Merlini ◽  
Aparecido Dos Santos ◽  
Sandra Maria Pinto Magina
Keyword(s):  
Public School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Qualitative Change ◽  
Sao Paulo ◽  
Early Years ◽  
São Paulo ◽  
Pedagogical Content

Identificar ressignificação e transformação da prática docente de professoras participantes de uma formação. Apoiado nas ideias teóricas de: Nacarato e Santos referente aos processos formativos com viés colaborativo; Schön, Zeichner e Pimenta no que tange à reflexão sobre a prática docente; Vergnaud no que concerne às Estruturas Multiplicativas e Magina, Santos e Merlini às categorias de base do Campo Conceitual Multiplicativo. Os dados foram coletados no âmbito de uma formação continuada com um grupo de 14 professoras dos anos iniciais, numa escola pública da cidade de São Paulo. As análises permitem sustentar uma mudança qualitativa nas práticas dessas professoras, nas dimensões: gestão da sala de aula de Matemática; conhecimento didático e pedagógico do conteúdo e ressignificação do currículo.Identify reinterpretation and transformation of teaching practice of participants of training teachers. Data were collected as part of a continuing training with a group of 14 teachers of early years, a public school in São Paulo. The analyzes allow sustain a qualitative change in the practices of these teachers, dimensions: management of mathematics classroom; didactic and pedagogical content knowledge and reframing the curriculum.

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