Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education

Iserbyt, Peter; Ward, Phillip; Li, Weidong

doi:10.1080/17408989.2015.1095868

Cited by 86 publications

(70 citation statements)

References 16 publications

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“…Teacher content knowledge was perceived to be imperative to facilitate positive student outcomes, which supports previous research in senior-secondary education (Ayres et al, 2004) and more specifically in physical education (Cothran & Kulinna, 2008;Iserbyt, Ward, & Li, 2015;Morgan & Hansen, 2008). Ward (2013) has proposed that teachers who hold deeper content knowledge construct higher quality learning tasks for students as they have deeper understanding of the content.…”

Section: Discussionsupporting

confidence: 75%

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2018

AJTE

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This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semistructured interview schedule. Recorded focus group discussions were transcribed verbatim, coded and analysed (NVivo 11). A socialecological model was used to categorise emergent themes. At the individual level teachers perceived content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge and use of reflective practices to inform teaching as key factors influencing student academic performance. Social level influences identified were positive student-teacher relationships and student access to the teacher outside of class time. The emergent themes highlight the teacher perceptions of the key factors of effective teaching in this context. Professional learning opportunities to improve effectiveness of pre-service and in-service teachers of senior-secondary physical education are discussed.

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Section: Discussionsupporting

confidence: 75%

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2018

AJTE

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“…In line with Kirk's (2010a) assertion that practical subject matter knowledge (content knowledge and PCK) may facilitate less fragmented approaches to teaching, PSTs felt that it helped them to escape from the rigidity of the lesson plan and respond more effectively to pupils' needs. It was PSTs' perception that the facilitative effects of in-depth content knowledge allowed them to act more creatively in response to the requirements of teaching situations, indicating a positive relationship between content knowledge and PCK (Iserbyt, Ward and Li 2015;Sinelnikov et al 2015). The close link between these two dimensions of knowledge was a consistent theme throughout this investigation, which also endured during the later stages of the training.…”

Section: Then If Within the Lesson My More Able Pupils Are Achievingmentioning

confidence: 55%

“…However, the specific role that content knowledge has to play in this remains unclear. For instance, Siedentop (2002Siedentop ( /1989) makes direct links between content knowledge and the enacted pedagogical knowledge by using the term PCK (Shulman, 1987); such an association has been supported by more recent studies into the relationship between content knowledge and PCK (Iserbyt, Ward and Martens 2015;Iserbyt, Ward and Li 2015;Ward et al 2015).…”

Section: Figure 1: Conceptualisation Of Shulman's (1987) Knowledge Bamentioning

confidence: 92%

Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education

Herold

Waring

2016

Physical Education and Sport Pedagogy

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“…In Hanuscin (2013), Shulman argues that PCK is a fundamental component of the knowledge base for teaching. Others argue that PCK is part of an academic building that shows interesting ideas related to what and how to teach (Iserbyt et al, 2017;Sagır & Küçükaydın, 2016). From these statements, the authors argue that PCK is an *Address Correspondence: E-mail: suci.nurmatin@gmail.com integration of knowledge content with pedagogy that serve as the basis for carrying out learning.…”

Section: Introductionmentioning

confidence: 99%

Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Nurmatin

Purwianingsih

2017

JPII

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This study involving prospective science teachers at SMP aims to portray the ability of Pedagogical Content Knowledge (PCK) of the teachers via resource folios. Resource folios in question are the core and PaP-eRs made by the prospective science teachers when carrying out the "Program Pengalaman Lapangan" (PPL). The subjects were six candidates conducting PPL at a junior high school and were assigned by the class teachers to teach Grade VII. The instrument used as a means of collecting data in this research is the CoRe and PaP-eRs. The instrument has been analyzed using an analytical format. The result of CoRe and PaP-eRs analysis shows that the learning activities are carried out on the whole in accordance with lesson plans that have been rendered previously. However, the instruction plan is focused more on the CoRe content materials to be studied, while the narrative of learning implementation in the PaP-eRs is emphasized more on learning activities. The results show that the PCK ability of prospective teachers still do not show the integration between content capability and pedagogical ability.

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Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education

Cited by 86 publications

References 16 publications

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Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education

Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

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