Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance Between Teachers With Different Levels of Content Expertise

in Journal of Teaching in Physical Education
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  • 1 Kent State University
  • 2 East Carolina University
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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.

Kim is with the Physical Education, School of Teaching, Learning and Curriculum Studies, Kent State University, Kent, OH. Ko is with the Department of Kinesiology, College of Health and Human Performance, East Carolina University, Greenvile, NC.

Kim (ikim2@kent.edu) is the corresponding author.
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