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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

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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.

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Peter A. Hastie

, while those in the second group were most likely seeking knowledge about the regulative or constitutive rules of the game. This knowledge, in turn, would allow them to delve into their personal repertoire of physical education content knowledge to allow them to make at least tenuous connections between

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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

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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

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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

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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

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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

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Yaohui He, Phillip Ward, Xiaozan Wang, and Guang Yang

In the 30 years, as Shulman ( 1986 ) first introduced pedagogical content knowledge (PCK), it has become widely recognized as a core concept in understanding teaching. Shulman ( 1986 , 1987 ) argued that PCK was informed by a number of knowledge bases, and these served to provide the teacher with

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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