ERIC Number: EJ1023895
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?
Education 3-13, v41 n6 p562-585 2013
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised by the inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils.
Descriptors: Elementary Schools, Elementary School Teachers, Physical Education Teachers, Educational Games, Teaching Methods, Pedagogical Content Knowledge, Faculty Development, Teacher Education, Knowledge Base for Teaching, Foreign Countries, Semi Structured Interviews, Skill Development, Experience
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Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)
Grant or Contract Numbers: N/A