ERIC Number: ED351307
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Pedagogical Knowledge Structures in Prospective Teachers.
Gomez, Rebecca; Housner, Lynn Dale
This exploratory study examined the structure of declarative knowledge about pedagogy housed in the memory of an experienced teacher educator, and it sought to determine the teacher educator's influence on the development of declarative knowledge structures in undergraduate students enrolled in three sections of a physical education teaching methods course. The Pathfinder scaling algorithm, an associative networking technique, was used to map the pedagogical knowledge structures of the teacher educator and undergraduate students before and following participation in the course. Comparison of students' knowledge of key pedagogical concepts with the instructor's indicated that students' knowledge was more coherent and corresponded more closely to the instructor's following the courses; final measures of correspondence and coherence were significantly associated with course performance. Also, university grade point average (GPA) was highly related to course performance variables while American College Test (ACT) scores were not. A follow-up of a subset of students indicated that key pedagogical concepts were retained over a six-month period of time. However, performance on a semantic classification task of pedagogical concepts provided little evidence that students most highly correspondent with the instructor organized knowledge at a more semantic level than students who were less correspondent. (Contains 58 references.) (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Knowledge
Note: Paper presented at the Annual Meeting of the Southwest Psychological Association (38th, Austin, TX, April 16-18, 1992).