Changing Beginning Teachers' Content Knowledge and Its Effects on Student Learning

Autor/inn/en	Sinelnikov, Oleg A.; Kim, Insook; Ward, Phillip; Curtner-Smith, Mathew; Li, Weidong
Titel	Changing Beginning Teachers' Content Knowledge and Its Effects on Student Learning
Quelle	In: Physical Education and Sport Pedagogy, 21 (2016) 4, S.425-440 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2015.1043255
Schlagwörter	Beginning Teachers; Academic Achievement; Pedagogical Content Knowledge; Physical Education; Professional Development; Physical Education Teachers; Comparative Analysis; Grade 6; Grade 7; Grade 8; Middle School Students; Team Sports; Teaching Experience; Racquet Sports; Workshops; Teaching Methods; Statistical Analysis; Intervention; Middle School Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Schulleistung; Pädagogische Kompetenz; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mannschaftssport; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Lehrer; Lehrerin; Lehrende
Abstract	Background: Lack of content knowledge (CK) is problematic in teaching in classroom subject areas and in physical education. There is a dearth of data-based research on interventions aimed at helping teachers acquire CK and, in turn, on the effects of CK on student learning. Aim: To investigate the effect of professional development, in the form of a CK workshop, on the quality of instruction and student learning. Participants: Two beginning middle-school physical education teachers of both genders who had no experience in playing or teaching badminton were purposefully selected. A total of 48 students (2 teachers × 4 classes × 6 students) participated in this study. Data collection and analysis: Descriptive statistics for students' and teachers' data were reported. General linear models with a nested design structure were used to examine the statistical differences of the mean percentage of students' correct or incorrect performances between the comparison and experimental classes. Findings: Most students rarely performed the skills correctly in the comparison classes, whereas the students tended to perform the skills correctly in the experimental classes. Both teachers used more correct task representations and more mature tasks by using more diverse forms of visual and verbal representations in teaching after the badminton CK workshop. Conclusion: The results of this study indicate that a relatively short, 4-hour CK workshop was effective in changing teacher pedagogical content knowledge (PCK) behaviors. More importantly, the results also demonstrate that these changes in teacher PCK behaviors produced better student learning. However, levels of procedural fidelity of workshop in teaching need to be further investigated. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01