The purpose of this study was to investigate the differences of P.E subject matter knowledge and pedagogical content knowlege with elementary school teacher's, expertise levels in physical education teaching. After the differences of P,E subject matte...
The purpose of this study was to investigate the differences of P.E subject matter knowledge and pedagogical content knowlege with elementary school teacher's, expertise levels in physical education teaching. After the differences of P,E subject matter knowledge were examined, the four components of pedagogical content knowledge of objectives, knowledge of teaching strategies, knowlege of students understanding, and knowledge of curriculum) were specifically examined Four elementary teachers (two novice teachers, two experienced teachers) were interviewed and observed case study design was employed. Data were collected through various methods such as in-depth interviews, video-taping, and document analyses. Data ware analyzed by using inductive categorical system and the trustworthiness of data was confirmed through member check, peer debriefing, and triangulation.
The major findings of this study were as follows :
The major findings of this study were as follows :
1) Regardless of the differences with teaching expertise levels, the teachers interviewed in this study did not have a deep understanding on P.E subject matter knowledge. Their P.E subject matter knowledge was technical in nature. Regardless of their expertise levels, teachers perceived the content of physical education as skill-end sport-specific.
2) Regardless of the differences with teaching expertise levels, the nature of their pedagogical content knowledge were reflected an applied science view consistenty. Especially, an applied science view seemed to be related the four components of their pedagogical content knowledge egually. Also, the specific ways in which these four components of the pedagogical content knowledge would interect each other.