Exploring the pedagogical content knowledge of effective teachers in physical education.

摘要

Pedagogical Content Knowledge (PCK) is the blending of content knowledge and pedagogical knowledge for the purpose of teaching in ways that are comprehensible for learners. Although PCK was initially termed by Shulman in 1986, it has never been operationally defined. This study was based on two primary assumptions: (a) Pedagogical Content Knowledge can be predicted by a set of operational variables, and (b) the conceptualization that PCK develops on a continuum from one end to another, from immature to mature forms of PCK. The purpose of the current investigation was to: (a) test a proposed operational definition of PCK, and (b) to examine how the PCK of experienced teachers differ in the teaching of their stronger and weaker units of instruction. The study was a descriptive investigation based on the behavior analytic theoretical framework. The investigation was organized into three phases. Phases 1 and 2 included a focus group and individual interviews to (a) gain initial understanding on the teachers' learning history relative to PCK; (b) identify possible contingencies the teachers' behavior is operating under, that cannot be found by observing the immediate teaching context; and (c) discover variables related to PCK that could be observed during teaching. Phase 3 employed direct observation of two elementary physical education teachers delivering two instructional units that they identified as their stronger and weaker instructional units. The following variables were measured: types and sequence of tasks, instructional forms used, recipient of tasks, type and number of cues used, antecedents for task modification, type of adaptations, appropriateness of individual adaptations and appropriateness of tasks delivered to the entire class. The results demonstrated differences between the stronger and weaker unit of instruction for one of the teachers. The differences consistently illustrated more depth of CK and more mature PCK displayed in the strong unit of instruction. For the other teacher, the difference between the stronger and weaker units of instruction was variable. Some variables (e.g., types of tasks, instructional forms, and appropriateness of modified tasks) supported richer CK and more mature PCK in the strong unit of instruction; other variables (e.g., cues used, and antecedents for modifying tasks) indicated richer CK and more mature PCK in the weaker unit. The overall CK and PCK levels of the second teacher were similar in both units. This study contributed to the literature in three ways. Conceptually, this study examined and validated an operational and functional definition for PCK. It also validated the development of PCK on a continuum from an immature to more mature forms. Methodologically, this study investigated PCK utilizing a behavioral methodology, which was substantially different than previous research that has relied primarily on qualitative descriptions to determine PCK. In contrast, this study used operational variables that were directly observable and measurable. Finally, acquisition of proficient CK was found to be vital for the acquisition of PCK, and can and should be a primary focus of Physical Education Teacher Education Programs (PETE). Other practical recommendations were made for PETE for improving the teaching and acquisition of PCK.