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首页> 外文学位 >Elementary physical education teachers' content knowledge and pedagogical content knowledge of overhand throwing.
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Elementary physical education teachers' content knowledge and pedagogical content knowledge of overhand throwing.

机译：基础体育教师的过度掷球的内容知识和教学内容知识。

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摘要

The complexity of physical education instruction provides unique challenges for the physical education teacher. In this research, I sought to describe and examine the types of knowledge that physical education teachers use to inform their instructional practices. I also explored the relation between teaching experience and components of content knowledge and pedagogical content knowledge in overhand throwing. Specifically, what are the task representations, common content knowledge, and specialized content knowledge during an overhand throwing unit of novice, beginning, and accomplished elementary teachers? A naturalistic, qualitative approach involving three elementary physical education teachers examined the elements that they used in the instruction of overhand throwing. Data collection included field notes, semi-structured and long interview, a qualitative measure of teaching performance scale, a common content knowledge assessment, time based summary sheet, task representation coding sheet, and curricular and lesson plan information. Results indicated that longer teaching or sport experience did not confer a higher level of content knowledge or pedagogical knowledge. The scores on a common content knowledge overhand throwing assessment supported, or aligned with many of the components that made up the participants' pedagogical content knowledge. Having curricular knowledge and access to a quality curriculum, and quality task representation was critical to the appropriateness and maturity of the instructional practices. This research adds to the body of work of pedagogical content knowledge in the field of physical education and in other educational disciplines. The findings alluded to opportunities for future research of pedagogical content knowledge in physical education.
机译：体育教学的复杂性给体育教师带来了独特的挑战。在这项研究中，我试图描述和检验体育教师用来指导其教学实践的知识类型。我还探讨了投掷中教学经验与内容知识和教学内容知识的组成部分之间的关​​系。具体来说，在初学者，初学者和有经验的基础教师的投掷单元中，任务表示形式，通用内容知识和专业内容知识是什么？一种自然主义的，定性的方法，涉及三名基础体育教师，他们检查了他们在投掷投掷指示中使用的要素。数据收集包括现场笔记，半结构化和长期访谈，定性的教学绩效量表，通用内容知识评估，基于时间的摘要表，任务表示编码表以及课程和课程计划信息。结果表明，较长的教学或运动经验不会带来更高水平的内容知识或教学知识。常见的内容知识投掷评估得分支持或与构成参与者的教学内容知识的许多要素保持一致。掌握课程知识并获得高质量的课程，以及高质量的任务表示形式，对于指导实践的适当性和成熟度至关重要。这项研究增加了体育领域和其他教育学科中的教学内容知识的工作范围。这些发现暗示了体育教学内容知识未来研究的机会。

著录项

  • 作者

    Parrott, James Allen.;

  • 作者单位

    Old Dominion University.;

  • 授予单位 Old Dominion University.;
  • 学科 Physical education.;Teacher education.;Pedagogy.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 176 p.
  • 总页数 176
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 古生物学;
  • 关键词

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