Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance between Teachers with Different Levels of Content Expertise

Autor/inn/en	Kim, Insook; Ko, Bomna
Titel	Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance between Teachers with Different Levels of Content Expertise
Quelle	In: Journal of Teaching in Physical Education, 39 (2020) 1, S.111-120 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Pedagogical Content Knowledge; Expertise; Team Sports; Physical Education Teachers; Skill Development; Course Content; Faculty Development; Achievement; Psychomotor Skills; Teacher Effectiveness; Evidence Based Practice + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Expert appraisal; Mannschaftssport; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Kompetenzentwicklung; Qualifikationsentwicklung; Kursprogramm; Performance; Leistung; Psychomotorische Aktivität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Purpose: This study examined how content knowledge (CK) varies between teachers with different levels of content expertise in teaching volleyball. In addition, it investigated changes to the content-experienced (C-Exd) teachers' enacted pedagogical content knowledge (PCK) and their students' performances after developing CK, compared with those of the content-expert (C-Ext) teachers. Method: Two C-Exd and two C-Ext teachers and their 72 students participated in this study. A well-designed CK workshop was implemented for the two C-Exd teachers' CK improvement. Differences in the teachers' CK, enacted PCK, and their students' performance measures were compared. Results: The results of this study indicated that the C-Ext teachers possessed stronger CK than the C-Exd teachers and that the C-Exd teachers improved their enacted PCK and the students' motor performance after the CK workshop without showing statistically significant differences from those of the C-Ext teachers. Conclusion: The study presents ways to promote teacher effectiveness with supportive evidence-based practices. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01