scholarly journals Japanese Physical Education Preservice Teachers' Specialized Content Knowledge

2019 ◽  
Vol 17 (0) ◽  
pp. 186-196
Author(s):  
Emi Tsuda ◽  
Phillip Ward ◽  
Yuji Ohnishi ◽  
Satoshi Yoshino
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Content Knowledge ◽  
Specialized Content Knowledge

A Primer on Content Knowledge in Physical Education Research

2020 ◽  
pp. 1-6
Author(s):  
Peter A. Hastie
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Physical Education ◽  
Preservice Teacher ◽  
Content Knowledge ◽  
Specialized Content Knowledge ◽  
Teacher Content Knowledge ◽  
Common Content ◽  
Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

Developing Preservice Teachers' Mathematical Knowledge for Teaching: Making Explicit Design Considerations for a Content Course

2013 ◽  
Vol 2 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Alison Castro Superfine ◽  
Wenjuan Li ◽  
Mara V. Martinez
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Design Principles ◽  
Local Context ◽  
Mathematical Work ◽  
Specialized Content Knowledge ◽  
Design Considerations ◽  
Mathematics Coursework

Research has highlighted the nature of the mathematical work in teachers' practice. However, preservice mathematics coursework often too narrowly focuses on the development of common content knowledge and not enough on the development of specialized content knowledge, a kind of mathematical knowledge that is specific to the work of teaching mathematics. We offer three design principles that have informed a mathematics content course for elementary preservice teachers, and we provide learning outcomes data that suggest the overall content course experience supports specialized content knowledge development. We provide relevant examples from our own work to illustrate how we have applied these design principles in our local context. Our aim is to begin a dialogue about principled design considerations for content courses for preservice teachers.

Transfer of Content Development Across Practica in Physical Education Teacher Education

2018 ◽  
Vol 37 (4) ◽  
pp. 330-339 ◽  
Author(s):  
Fatih Dervent ◽  
Phillip Ward ◽  
Erhan Devrilmez ◽  
Emi Tsuda
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Content Knowledge ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Content Development ◽  
The Mean ◽  
Instructional Tasks

Purpose: Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum. Method: Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK index scores of the preservice teachers created by the formula were used to compare the changes from methods with final practicum. Results: The results showed an increase in the mean SCK index scores of the preservice teachers from methods practicum to final practicum. The use of informing and extending-applying tasks decreased in the final practicum, while an increase occurred in the use of refining and applying tasks. Discussion/Conclusion: Increase in the mean SCK index scores seemed to reflect the strong SCK emphasis of the physical education teacher education program. It can be concluded that SCK can and should be taught to preservice teachers.

scholarly journals The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge

2020 ◽  
Vol 22 (3) ◽  
pp. 17-23
Author(s):  
Hairui Liu ◽  
Wei Wang ◽  
Yaohui He ◽  
Peter Hastie
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Technical Skills ◽  
Assessment Instrument ◽  
Central China ◽  
Specialized Content Knowledge ◽  
Before And After ◽  
Tactical Understanding ◽  
The Impact ◽  
Game Performance

OBJECTIVES This study examined the development of Chinese pre-service physical education teachers’ technical skill, tactical understanding, game performance (common content knowledge - CCK), and specialized content knowledge (SCK) during a badminton course incorporating Play Practice instruction.METHODS Participants were 36 pre-service teachers (31 males, 5 females: age 21 ± 1.0) majoring in physical education at a university in central China. The students completed a 24 lesson course after a 16 weeks semester. A typical lesson (90 minutes) included a 10-minute warm-up, followed by instruction in two or three technical skills or tactics for 50-55 minutes. The final 25-minutes included the Play Practice aspect of the lesson - a specific game-based challenge to reinforce a technical or tactical aspect of badminton play. The challenge included the three typical pedagogies of Play Practice: focusing, shaping, and enhancing. The French clear test, tactical understanding in badminton, Game Performance Assessment Instrument (GPAI), and student-generated content maps were used to respectively monitor changes in technical skills, tactical understanding, game performance, and specialized content knowledge before and after the course. Parametric statistics were used to compare student outcomes.RESULTS Statistically significant differences were found on all measures from pre- to post-test, with all showing large effect sizes. In particular, over 75% of students achieved the benchmark depth of SCK following the course.CONCLUSIONS The inclusion of Play Practice within a sport instruction course can contribute to various elements that are needed to promote the CCK and SCK of pre-service physical education students.

The Effects of Play Practice Instruction on the Badminton Content Knowledge of a Cohort of Chinese Physical Education Majors

2021 ◽  
pp. 1-9
Author(s):  
Peter A. Hastie ◽  
Wei Wang ◽  
Hairui Liu ◽  
Yaohui He
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Education Majors ◽  
Specialized Content Knowledge ◽  
Dependent Variables ◽  
Control Comparison ◽  
Physical Education Majors ◽  
Tactical Understanding ◽  
Game Performance

Purpose: The purpose of this study was to examine the effects of Play Practice instruction on the badminton content knowledge and skill of a cohort of Chinese physical education majors. Method: Seventy-two second-year students participated in semester-long courses following either the principles of Play Practice or skill-focused instruction. A control/comparison group experimental design with pre- and postmeasures was used in this study. Separate analyses of variance with repeated measures (Time × Group) were conducted to examine the effects of Play Practice and skill-focused instruction for each of four dependent variables: (a) forehand clear, (b) tactical understanding, (c) game performance, and (d) specialized content knowledge. Results: Students from both conditions made significant improvements in all four variables across the semester. However, students in the Play Practice condition showed significantly greater gains in tactical understanding, game performance, and specialized content knowledge. In particular, while 75% of students who experienced Play Practice reached the 3.0 benchmark score for adequate specialized content knowledge, only 8% of students in skill-focused instruction reached this standard.

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