Measuring Preservice Teachers' Knowledge of Instructional Tasks for Teaching Elementary Content

Autor/inn/en	Kim, Insook; Ko, Bomna
Titel	Measuring Preservice Teachers' Knowledge of Instructional Tasks for Teaching Elementary Content
Quelle	In: Physical Educator, 74 (2017) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
DOI	10.18666/TPE-2017-V74-I2-7366
Schlagwörter	Preservice Teachers; Physical Education; Physical Education Teachers; Knowledge Base for Teaching; Student Evaluation; Teacher Education Programs; Elementary School Teachers; Teaching Methods; Outcomes of Education; Educational Research; Psychomotor Skills; Statistical Analysis; Course Content + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulnote; Studentische Bewertung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Psychomotorische Aktivität; Statistische Analyse; Kursprogramm
Abstract	Purpose: The purpose of this study was to measure preservice teachers' knowledge of instructional tasks for teaching three manipulative skills in elementary physical education. Method: Data were collected to measure preservice teachers' entry and exit knowledge of instructional tasks that require selecting developmentally and sequentially appropriate content for elementary students. Preservice teachers from four PETE programs in the United States participated. Descriptive statistics were used to report the data. Findings: The results of this study showed that (a) preservice teachers' entry and exit levels of task knowledge for teaching elementary content were insufficient and varied across programs and (b) the improvement in task knowledge from entry to exit of the elementary content courses was small. Conclusion: The results challenge the current methods for teaching elementary content in PETE programs. Several research-driven strategies are suggested for promoting preservice teachers' knowledge of instructional tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01