scholarly journals An Investigation of the Pedagogical Content Knowledge across German Preservice (Physical Education) Teachers

2021 ◽  
Vol 11 (03) ◽  
pp. 340-352
Author(s):  
Stefan Meier
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content

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 Propositivas teóricas acerca do conhecimento pedagógico do conteúdo

2020 ◽  
Vol 4 (1) ◽  
pp. 36
Author(s):  
Luana Zanotto ◽  
Fernando Donizete Alves ◽  
Carlos Januário
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Institutional Context ◽  
Pedagogical Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
The Subject

ResumoO objetivo deste estudo é apresentar um conjunto de assertivas teóricas acerca do conhecimento pedagógico do conteúdo de professores de Educação Física na Educação Infantil. A escolha do tema justifica-se pela possibilidade de discussão sobre os avanços e contradições da atuação desses professores na infância. Neste cerne, verifica-se que o conhecimento pedagógico do conteúdo, como agregador dos elementos da base de conhecimentos necessários para o ensino, reúne saberes acerca do sujeito para quem irá ensinar (crianças da pré-escola), sobre os temas de ensino, conhecimento pedagógico geral e do contexto das instituições. A análise empreendida permite reconhecer as potencialidades e limitações das ações pedagógicas e, em decorrência, ampliar aportes teórico-metodológicos para consolidação do professor de Educação Física na primeira etapa da Educação Básica.Palavras-chave: Conhecimento Pedagógico do Conteúdo. Professor de Educação Física. Educação Infantil.Theoretical propositional about pedagogical content knowledgeAbstractThe aim of this study is to present a set of theoretical statements about the pedagogical content knowledge of Physical Education teachers. This theme is justified by the possibility of discussing theories upon the advances and contradictions in the action for these teachers in childhood. Therefore, the pedagogical content knowledge works as an aggregator of the knowledge base elements necessary for teaching, brings together knowledge about the subject for whom it will teach (preschool children), content knowledge, general pedagogical knowledge and institutional context. The analysis achieved allows recognizing the potential and limitations of pedagogical actions and, as a result, expanding theoretical and methodological contributions to consolidate the Physical Education teachers in the first stage of Education.Keywords: Pedagogical Content Knowledge. Physical Education Teachers. Children’s Education.Propuestas teóricas acerca del conocimiento pedagógico del contenidoResumenEl objetivo de este estudio es presentar un conjunto de descriptivas teóricas acerca del conocimiento pedagógico del contenido de los maestros de Educación Física en la Educación de la primera infancia. La elección del tema se justifica por la posibilidad de crear una discusión acerca de los avances y contradicciones de la actividad de estos maestros en la infancia. En este entorno, el conocimiento pedagógico del contenido, como agregador de los elementos de la base de conocimiento necesarios para la enseñanza, reúne el conocimiento acerca del tema para el que enseñará (niños en edad preescolar), acerca de los temas de enseñanza, conocimiento pedagógico general y del contexto de las instituciones. El análisis reconoce el potencial y las limitaciones de las acciones pedagógicas y, con ellos puede expandir las contribuciones teóricas y metodológicas para consolidar el maestro de Educación Física en la primera etapa de la Educación General Básica.Palabras clave: Conocimiento Pedagógico del Contenido. Maestros de Educación Física. Educación de la Primera Infancia.

scholarly journals Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations

2012 ◽  
Vol 28 (7) ◽  
Author(s):  
Kivanc Semiz ◽  
Mustafa Levent Ince
Keyword(s):  
Technology Integration ◽  
Instructional Technology ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Outcome Expectations ◽  
Technological Pedagogical Content Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
University Instructors

<span>The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p&lt;0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p&lt;0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended.</span>

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

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