An Examination of Knowledge Prioritisation in Secondary Physical Education Teacher Education Courses

Autor/inn/en	Hayes, Sid; Capel, Susan; Katene, Will; Cook, Philippa
Titel	An Examination of Knowledge Prioritisation in Secondary Physical Education Teacher Education Courses
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 2, S.330-342 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2006.10.012
Schlagwörter	Preservice Teacher Education; Student Teachers; Education Courses; Mentors; Foreign Countries; Physical Education Teachers; Knowledge Base for Teaching; Knowledge Level; Secondary School Teachers; Teacher Competencies; Pedagogical Content Knowledge; Socialization; Prior Learning; Student Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fortbildungskurs; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Lehrkunst; Pädagogische Kompetenz; Socialisation; Sozialisation; Vorkenntnisse
Abstract	A number of terms have been used to describe knowledge needed for teaching, one of which is subject knowledge. How knowledge for teaching is conceptualized in teacher education prioritizes some knowledge bases over other knowledge bases. Further, knowledge prioritized by student teachers is influenced by socialization prior to and during an initial teacher education course and priorities for student teachers as they develop as teachers. Previous research in physical education teacher education points to the pre-eminence of content knowledge above other knowledge bases. The purpose of this study was to look at what knowledge is prioritized by student teachers, school-based mentors and university tutors working on three secondary physical education initial teacher education courses in England. Results showed that content knowledge was seen as having greater importance for student teachers and mentors, but university tutors generally conceptualized subject knowledge more broadly, suggesting that it should be seen as covering a number of knowledge bases needed for teaching. These results are discussed in relation to socialization processes in education and phases of development. Although there is a clear physical education focus to this work, it is possible that student teachers learning to teach other subjects may also focus excessively on subject content knowledge above other knowledge bases. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10