ABSTRACT

Background

Over the past decade, there has been empirical evidence that pedagogical content knowledge (PCK) represented by teachers’ observable and measurable teaching behaviors can be enhanced by a well-designed content knowledge intervention which has differentiated between effective and ineffective teaching in physical education [Iserbyt, P., R. Coolkens, J. Loockx, K. Vanluyten, J. Martens, and P. Ward. 2020. “Task Adaptations as a Function of Content Knowledge: A Functional Analysis.” Research Quarterly for Exercise and Sport. doi:10.1080/02701367.2019.1687809; Kim, I., P. Ward, O. Sinelikov, B. Ko, P. Iserbyt, W. Li, and M. Curtner-Smith. 2018. “The Influence of Content Knowledge on Pedagogical Content Knowledge: An Evidence-based Practice for Physical Education.” Journal of Teaching in Physical Education 37 (2): 1–35. doi:10.1123/jtpe.2017-0168]. However, little research has been conducted to examine how preservice teachers’ PCK develops and how their PCK behaviors differ as a function of content knowledge developed through physical education teacher education (PETE). There is a need to unpack initial levels of PCK enacted by preservice teachers, which reveal their understanding of the content, students, and context before exiting their physical education teacher education (PETE) programs.

Purpose

The purpose of this study was to examine how preservice teachers’ enacted PCK defined as task selections, task representations, and task adaptations and use of instructional tasks differ as a function of content knowledge (CK) developed through their elementary physical education content course.

Method

Twenty-one preservice teachers enrolled in the elementary physical education content course participated in this study. The participants’ three CK levels (i.e. high-, medium-, and low-CK) were identified from the results of CK tests for the course requirement and used as an independent variable. Using the videotaped preservice teachers’ self-selected teaching exemplars (N = 36) that demonstrate the best teaching performances in teaching elementary content, the three enacted PCK and the use of instructional tasks were directly measured. Both descriptive and inferential statistics were employed for the data analysis.

Results

The MANOVA results showed that there were statistically significant differences between the three groups in the three PCK variables (p = .002) and the use of instructional tasks (p = .003). The results of the study indicated that the preservice teachers with strong CK were able to demonstrate mature forms of enacted PCK and implement more instructional tasks to refine and apply the tasks within a lesson than those who possessed weak CK in teaching elementary content.

Conclusions

This study provides significant evidence to support the essential role of strong CK and its impact on the initial PCK development and the use of instructional tasks in teaching elementary content in PETE.

中文翻译：

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职前教师制定的教学内容知识作为内容知识在小学体育内容教学中的作用

摘要

背景

在过去的十年中，有经验证据表明，以教师可观察和可衡量的教学行为为代表的教学内容知识 (PCK) 可以通过精心设计的内容知识干预得到增强，该干预区分了体育教学中的有效和无效教学 [Iserbyt , P.、R. Coolkens、J. Loockx、K. Vanluyten、J. Martens 和 P. Ward。2020 年。“作为内容知识功能的任务适应：功能分析。” 运动研究季刊。doi:10.1080/02701367.2019.1687809; Kim, I.、P. Ward、O. Sinelikov、B. Ko、P. Iserbyt、W. Li 和 M. Curtner-Smith。2018. “内容知识对教学内容知识的影响：体育教育的循证实践。”体育教学杂志37（2）：1-35。doi:10.1123/jtpe.2017-0168]。然而，很少有研究调查职前教师的 PCK 如何发展以及他们的 PCK 行为如何作为通过体育教师教育 (PETE) 开发的内容知识的函数而不同。有必要解开由职前教师制定的 PCK 初始级别，这会揭示他们在退出体育教师教育 (PETE) 计划之前对内容、学生和背景的理解。

目的

本研究的目的是检查职前教师制定的 PCK 定义为任务选择、任务表示和任务适应以及教学任务的使用如何作为通过他们的基础体育内容课程开发的内容知识 (CK) 的函数而不同。

方法

21 名参加基础体育内容课程的职前教师参与了这项研究。根据课程要求的 CK 测试结果确定参与者的三个 CK 水平（即高、中和低 CK），并将其用作自变量。使用录像的职前教师自选教学样本（N  = 36）在教学基础内容中表现出最佳教学效果，直接测量了三个制定的PCK和教学任务的使用。描述性和推断性统计均用于数据分析。

结果

MANOVA 结果显示，三组之间在三个 PCK 变量 ( p  = .002) 和教学任务的使用 ( p  = .003) 方面存在统计学显着差异。研究结果表明，与CK弱的教师相比，CK强的职前教师能够展示成熟的PCK形式，并在教学中实施更多的教学任务来细化和应用任务。

结论

本研究提供了重要的证据来支持强 CK 的重要作用及其对初始 PCK 发展的影响以及在 PETE 基础内容教学中使用教学任务。