ERIC Number: EJ1255473
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2471-1616
EISSN: N/A
Student Teacher Knowledge Development of Environmental Context
Clark, Michelle R.; Jenkins, Jayne M.; Gaudreault, Karen Lux
International Journal of Kinesiology in Higher Education, v4 n2 p55-69 2020
Pedagogical content knowledge (PCK) is comprised of knowledge of pedagogy, students, content, and environmental context. Physical education preservice teachers (PTs) initially develop knowledge of pedagogy followed by concurrent emergence of knowledge of students and content. Development of environmental contextual knowledge (e.g., political, social, and physical school factors) is limited during early field teaching experiences. The purpose of this research was to investigate one student teacher's knowledge development of environmental context over a 16-week internship experience. The senior male student teacher (ST) participant was placed at a public charter school located in the Rocky Mountain West for 16 weeks. Observations, journals, writing prompts, and interviews comprised data collection. Four salient themes emerged from the analysis of data: foundational constructs, academic prioritization, relationships with mentors and students, and physical constraints. Suggestions include purposeful placements and prior foundational knowledge.
Descriptors: Student Teachers, Pedagogical Content Knowledge, Physical Education Teachers, Environmental Influences, Preservice Teacher Education, Internship Programs, Academic Achievement, Mentors, Social Environment, Cooperating Teachers, Affordances, Physical Environment, Barriers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A