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A Primer on Content Knowledge in Physical Education Research
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Hastie, Peter A. – Journal of Teaching in Physical Education, 2022
This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the…
Descriptors: Pedagogical Content Knowledge, Physical Education, Physical Education Teachers, Preservice Teachers
Practice-Based Teacher Education in Physical Education
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Ward, Phillip; Dervent, Fatih; Devrilmez, Erhan; Iserbyt, Peter; Kim, Insook; Ko, Bomna; Santiago, José A.; Tsuda, Emi; Xie, Xiuye – Journal of Teaching in Physical Education, 2023
Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K-12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to…
Descriptors: Teacher Education Programs, Physical Education, Physical Education Teachers, Evidence Based Practice
Chapter 9: Pedagogical Content Knowing for Model-Based Instruction in Physical Education and Future Directions for Research
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Lund, Jacalyn L.; Metzler, Michael W.; Gurvitch, Rachel – Journal of Teaching in Physical Education, 2008
The purpose of this chapter is to advance the concept of pedagogical content knowledge in a manner that would better align it with the integrative type of knowledge needed by teachers at all three stages (preservice teachers, induction teachers, and cooperating teachers), allowing them to use model-based instruction (MBI) most effectively in…
Descriptors: Preservice Teachers, Physical Education, Field Experience Programs, Cooperating Teachers
Chapter 2: Effective Professional Development--What We Now Know Calls for Professional Development for Teachers
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Bechtel, Pamela A.; O'Sullivan, Mary – Journal of Teaching in Physical Education, 2006
There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…
Descriptors: Teaching Methods, Models, Educational Change, Professional Development
The Contribution of Two Research Programs on Teaching Content: "Pedagogical Content Knowledge" and "Didactics of Physical Education."
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Amade-Escot, Chantal – Journal of Teaching in Physical Education, 2000
Describes the theoretical framework, methodology, and results of two scientific programs on content in physical education (PE): pedagogical content knowledge and the didactics of PE. Their similarities and differences and each one's contribution to teaching and learning of PE content are noted. Common themes (understanding processes at the origin…
Descriptors: Educational Research, Elementary Secondary Education, Foreign Countries, Higher Education
Chapter 5: PETE Mentoring as a Mosaic
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Ayers, Suzan F.; Griffin, Linda L. – Journal of Teaching in Physical Education, 2005
Good mentoring is not an easy process. From the research literature on mentoring, people know that there are critical factors that affect the mentoring relationship and process: the selection of mentors, whether or not mentors and proteges are assigned, how formal or informal the relationship is, how mentors might or might not be rewarded for…
Descriptors: Mentors, College Faculty, Faculty Development, Peer Teaching