Search Results

You are looking at 1 - 10 of 157 items for :

  • "content knowledge" x
Clear All
Restricted access

Phillip Ward, Emi Tsuda, Fatih Dervent and Erhan Devrilmez

seminal papers on the knowledge base for teaching, Shulman ( 1986 , 1987 ) emphasized the central place of content knowledge in conceptions of teaching quality. The take home messages from Shulman’s ( 1986 , 1987 ) comments were that distinguishing features of quality in teaching lies in: (a) a teacher

Restricted access

Gunn Nyberg and Hakan Larsson

The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.

Restricted access

Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith

in the use of pedagogical content knowledge (PCK; Shulman, 1987 ). PCK represents the epitome of the application of professional knowledge and the use of professional judgment. In the next section, we describe pertinent theoretical and empirical literature concerned with PCK that underpinned the

Restricted access

Yaohui He, Phillip Ward and Xiaozan Wang

Content knowledge is essential knowledge for teaching. The proof is grounded in a simple maxim that you cannot teach what you do not know. Historically, “knowing” has been taught by developing the playing ability (performance) of the teachers in university courses designed to teach preservice

Restricted access

Insook Kim and Bomna Ko

in the suburban area, but may not in the inner city) and with particular content (e.g., experts in dance, but may not in gymnastics). Some have argued that teaching experience is not by itself associated with gains of content knowledge (CK) or expertise ( O’Sullivan & Doutis, 1994 ; Schempp, Manross

Restricted access

José A. Santiago and James R. Morrow Jr.

of HRF content knowledge to fulfill their responsibility to teach HRFK to their students ( Castelli & Williams, 2007 ; Miller & Housner, 1998 ). Teacher Content Knowledge Teacher content knowledge is considered as an essential condition for effective teaching and promotion of successful student

Restricted access

Phillip Ward, Yaohui He, Xiaozan Wang and Weidong Li

Pedagogical content knowledge (PCK) was first proposed by Shulman ( 1986 , 1987 ) three decades ago. Shulman’s intent was to draw attention to the role of content in understanding teaching and learning. A defining feature of PCK is the transformation of content knowledge into meaningful ways for

Restricted access

Insook Kim and Phillip Ward

content knowledge struggle to design appropriate tasks and sequence them to meet objectives ( Ayvazo & Ward, 2011 ; Iserbyt et al., 2020 ; Kim, 2015 ; Kim & Ko, 2020 ; Ward, Kim, Ko, & Li, 2015 ). Knowing instructional tasks and the sequencing of those tasks leading to improved learning is recognized

Restricted access

Emi Tsuda, Phillip Ward, Yilin Li, Kelsey Higginson, Kyuil Cho, Yaohui He and Jianzhen Su

Content knowledge is an umbrella term referring to the knowledge, skills, and values that teachers teach and that preservice teachers are expected to learn in a subject area. Ball, Thames, and Phelps ( 2008 ) have drawn distinctions between two types of content knowledge for teaching: Knowledge of

Restricted access

Fatih Dervent, Phillip Ward, Erhan Devrilmez and Emi Tsuda

 al., 2000 ; Rink, 1994 ). Theoretically, instructional tasks are a form of content knowledge described by Ward ( 2009 ) as specialized content knowledge (SCK). SCK includes knowledge of the errors that students might make in performing those tasks and also the ways in which the tasks might be represented