Re-thinking pedagogical content knowledge for physical education teachers – implications for physical education teacher education

Backman, Erik; Barker, Dean

doi:10.1080/17408989.2020.1734554

Cited by 62 publications

(44 citation statements)

References 50 publications

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“…Personality competencies provide a basis for teachers to develop three other competencies. Teacher personality is the best starting point when considered together with current knowledge about small social group management and aspects of learning theory [23]. Because personality traits are more sedentary, they will continuously influence the flow of learning as teachers' character influences student performance [24].…”

Section: Literature Review 21 the Urgency Of The Teacher's Personality Competencementioning

confidence: 99%

Effective teachers’ personality in strengthening character education

Lukman

Marsigit

Istiyono

et al. 2021

IJERE

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<span lang="EN-US">Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.</span>

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Section: Literature Review 21 the Urgency Of The Teacher's Personality Competencementioning

confidence: 99%

Effective teachers’ personality in strengthening character education

Lukman

Marsigit

Istiyono

et al. 2021

IJERE

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“…PE is the subject with the greatest impact on the motor development of children and young people. Additionally, it is also one of the most relevant areas for the social and psycho-evolutionary development of individuals [ 1 ]. In fact, PE is not only concerned with students’ physical aptitudes and motor skills, but it also offers them unique opportunities for the development of their cognitive and affective capacities and the development of a meaningful understanding of the importance of incorporating PE into their lives.…”

Section: Introductionmentioning

confidence: 99%

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Hernando-Garijo

Hortigüela-Alcalá

Sánchez‐Miguel

et al. 2021

IJERPH

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The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field.

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“…This reflects the need to rethink teaching as the main tool for educational advancement (Wyant & Baek, 2019). As indicated by Backman and Barker (2020), the use of the body in the area of higher education must be integrated into reflective thinking and with a tendency to adapt to and question the prevailing social and cultural realities. On the other hand, the future teachers in this study doubt whether the training they have received over the years at university really enables them to adapt to this new way of teaching the subject.…”

Section: Discussionmentioning

confidence: 99%

“…It is essential that PE teachers know how to manage this uncertainty based on the reconstruction of their professional identity, adapting new formulas for action that can be applied to their context in order to continue to respect the pedagogical goals and the learning of knowledge of the subject (Backman & Barker, 2020). This is where the theory of teaching identity and professional reconstruction comes into play (MacLure, 1993), which structures the ideology of this research.…”

Section: Introductionmentioning

confidence: 99%

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Hortigüela-Alcalá¹,

Hernando-Garijo²,

Pérez-Pueyo³

2021

Retos

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The way in which Physical Education (PE) is conceived has changed radically in a matter of months. This means that the professional identity of the teaching staff has had to be reconstructed and adapted to an unprecedented situation. The aim of this study is, under the theory of teaching identity and professional reconstruction, to contrast how three groups of teachers from different educational stages teach PE with COVID 19, analyzing the adaptations made in the classroom. Five university teachers, seven school teachers and eight future teachers took part. A qualitative analysis was employed, using reflective journals and discussion groups as data collection instruments. Three categories of analysis were used: a) reconfiguration of the purpose of the subject; b) reconstruction of professional identity; c) main limitations of teaching and solutions found. The results show how teachers in the three educational stages agree on the negative implications of teaching the subject with physical distance. University teachers stress the need to reconsider the aims of the subject in order to adapt to this new situation, while school teachers admit to being very limited on the content to be taught. For their part, the future teachers express great insecurity about being able to apply what they have been taught throughout their university training. It is considered essential to continue researching and reflecting on the evolution of PE teaching in the situation of COVID 19, as well as the curricular and educational role that it should continue to play. Resumen. La forma de concebir la educación física ha cambiado radicalmente en cuestión de meses. Esto hace que la identidad profesional del profesorado haya tenido que reconstruirse y adaptarse a una situación inédita. El objetivo de este estudio es, bajo la teoría de la identidad docente y la reconstrucción profesional, contrastar cómo tres grupos de profesores de diferentes etapas educativas enseñan Educación Física con la COVID 19, analizando las adaptaciones realizadas en el aula. Participaron cinco profesores universitarios, siete profesores de escuela y ocho futuros profesores. Se empleó un análisis cualitativo, utilizando diarios de reflexión y grupos de discusión como instrumentos de recogida de datos. Se utilizaron tres categorías de análisis: a) reconfiguración del propósito de la asignatura; b) reconstrucción de la identidad profesional; c) principales limitaciones de la enseñanza y soluciones encontradas. Los resultados muestran cómo los profesores de las tres etapas educativas coinciden en las implicaciones negativas de la enseñanza de la asignatura con distancia física. Los profesores universitarios destacan la necesidad de reconsiderar los objetivos de la asignatura para adaptarse a esta nueva situación, mientras que los profesores de la escuela admiten estar muy limitados en cuanto a los contenidos a impartir. Por su parte, los futuros profesores manifiestan una gran inseguridad para poder aplicar lo que se les ha enseñado a lo largo de su formación universitaria. Se considera imprescindible seguir investigando y reflexionando sobre la evolución de la enseñanza de la educación física en la situación de la COVID 19, así como el papel curricular y educativo que debe seguir desempeñando.

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Re-thinking pedagogical content knowledge for physical education teachers – implications for physical education teacher education

Abstract: To cite this article: Erik Backman & Dean M. Barker (2020) Rethinking pedagogical content knowledge for physical education teachers-implications for physical education teacher education,

Cited by 62 publications

References 50 publications

Effective teachers’ personality in strengthening character education

Effective teachers’ personality in strengthening character education

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

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