La contribución de las prácticas de enseñanza en la construcción del conocimiento didáctico de contenido de los futuros profesores de educación física
DOI:
https://doi.org/10.17533/udea.efyd.v34n1a05Palabras clave:
prácticas de enseñanza, bases del conocimiento, conocimiento pedagógicoResumen
Objetivo: el presente estudio examinó como las prácticas de enseñanza adoptaron los componentes pedagógicos del CDC (Conocimiento Didáctico del Contenido) en los futuros docentes de Educación Física con diferentes niveles de entrenamiento. Métodos: el grupo se conformó por cuatro pares de futuros educadores físicos con diferentes niveles de entrenamiento. Las entrevistas y datos de los cuestionarios fueron obtenidos durante tres semestres académicos. Los datos fueron analizados cualitativamente y agrupados en cuatro componentes de conocimiento (conocimiento de los estudiantes, conocimiento del contenido, conocimiento pedagógico y el conocimiento contextual). Resultados: los hallazgos del estudio indicaron que los participantes enfatizaron principalmente en los componentes de conocimiento de los estudiantes y conocimiento del contenido. Discusión/Conclusión: las comparaciones entre los componentes del conocimiento en las parejas de estudiantes de Educación Física mostraron que los componentes más usados por los participantes del CDC fueron: el conocimiento de los estudiantes y los contenidos del conocimiento; mientras que el conocimiento pedagógico y el conocimiento contextual) fueron los menos desarrollados.
Descargas
Citas
Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: a model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20, 77-93. doi:10.1007/s10972-008-9115-6.
Ayvazo, S., Ward, P., & Stuhr, P. T. (2010). Teaching and assessing content knowledge in preservice physical education: teachers' effectiveness depends not only on what they know, but on how they teach it. JOPERD--The Journal of Physical Education, Recreation & Dance, 81(4), 40-45.
Behets, D., & Vergauwen, L. (2006). Learning to teach in the field. In D. Kirk, D. Macdonald & M. O' Sullivan (Eds.), Handbook of Physical Education (pp. 407-424). London: Sage.
Chen, W. (2004). Learning the skill theme approach: salient and problematic aspects of pedagogical content knowledge. Education, 125(2), 194-212.
Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: an integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
Cochran, K. F., King, R. A., & DeRuiter, J. A. (1991). Pedagogical content knowledge: a tentative model for teacher preparation. Paper presented at the ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, Chicago.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-315. doi:10.1177/0022487105285962
Denzin, N. K., & Lincoln, Y. S. (2005). The SAGE handbook of qualitative research (3rd ed. ed.). London: Sage Publications.
Gess-Newsome, J. (1999). Pedagogical content knowledge: an introduction and orientation. In J. Gess-Newsome (Ed.), Examining pedagogical content knowledge: the construct and its implications for science education (pp. 3-23). Hingham: Kluwe Academic.
Graça, A. (1997). O conhecimento pedagógico do conteúdo no ensino do basquetebol. Doutorado em Ciências do Desporto Tese, Universidade do Porto, Porto.
Grossman, P. (1990). The making of a teacher: teacher knowledge and teacher education. New York: Teachers College Press.
Grossman, P. (2008). Responding to our critics: from crisis to opportunity in research on teacher education. Journal of Teacher Education, 59(1), 10-24.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205. doi:10.3102/0002831207312906
Grossman, P., Wilson, S., & Shulman, L. (1989). Teacher of substance: subject matter knowledge for teaching. In M. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). New York: Pergamon Press.
Jenkins, J. M., & Veal, M. L. (2002). Preservice teachers' PCK development during peer coaching. Journal of Teaching in Physical Education, 22(1), 49-68.
Marcon, D., Graça, A. B. S., & Nascimento, J. V. (2011). Reinterpreting conceptual estructure of pedagogic content knowledge. Brazilian Journal of Physical Education and Sport. 25(2), 323-339. doi:10.1590/S1807-55092011000200013
Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11.
Marks, R. (1991). When should teachers learn pedagogical content knowledge? Paper presented at the ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, Chicago.
McCaughtry, N., & Rovegno, I. (2003). Development of pedagogical content knowledge: Moving from blaming students to predicting skillfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education, 22(4), 355-368.
Menck, P. (1995). Didactics as construction of content. Journal of Curriculum Studies, 27(4), 353-371.
Mitchell, M., Doolittle, S., & Schwager, S. (2005). The influence of experience on pre-service teachers' perceptions of good and bad aspects of a lesson. Physical Educator, 62(2), 66-76. Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers' pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 21-50). Boston: Kluwer Academic.
O' Sullivan, M., & Doutis, P. (1994). Research on expertise: Guideposts for expertise and teacher education in Physical Education. Quest, 46(2), 176-185.
Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2010). Is Pedagogical Content Knowledge (PCK) necessary for reformed Science teaching?: Evidence from an empirical study. Research in Science Education, 40(1), 1-16. doi:10.1007/s11165-009-9163-8
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. Rovegno, I. (2006). Situated perspectives on learning. In D. Kirk, D. Macdonald & M. O'Sullivan (Eds.), The Handbook of Physical Education (pp. 262-274). London: Sage.
Rovegno, I. (2008). Learning and instruction in social, cultural environments: Promising research agendas. Quest, 60(1), 84-104.
Rovegno, I., & Dolly, J. P. (2006). Constructivist perspectives on learning. In D. Kirk, D. Macdonald & M. O'Sullivan (Eds.), The Handbook of Physical Education (pp. 242-261). London: Sage.
Schempp, P., Manross, D., Tan, S., & Fincher, M. (1998). Subject expertise and teachers' knowledge. Journal of Teaching in Physical Education, 17(3), 342-356.
Schincariol, L. M. (2002). The types, sources, and perceived relevance of knowledge acquisition, and the enacted effects when teaching unfamiliar and familiar physical education content. Doctoral Thesis, The Ohio State University, Columbus.
Seel, H. (1999). "Allgemeine Didaktik" ("General Didactics") and "Fachdidaktik" ("Subject Didactics"). Thematic Network on Teacher Education in Europe - TNTEE Publications, 2(1), 13-20.
Segall, A. (2004). Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489-504. doi: 10.1016/j.tate.2004.04.006.
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-27.
Siedentop, D. (2002a). Content knowledge for Physical Education. Journal of Teaching in Physical Education, 21(4), 368-377.
Siedentop, D. (2002b). Ecological perspectives in teaching research. Journal of Teaching in Physical Education, 21(4), 427-440.
Thomas, J. R., Nelson, J. K., & Silverman, S. J. (2011). Research methods in physical activity (6th ed. ed.). Champaign, IL: Human Kinetics.
Tinning, R. (2002). Engaging Siedentopian perspectives on content knowledge for Physical Education. Journal of Teaching in Physical Education, 21(4), 378-391.
Tsangaridou, N., & O' Sullivan, M. (1994). Using pedagogical reflective strategies to enhance reflection among preservice Physical Education teachers. Journal of Teaching in Physical Education, 14, 13-33.
Valli, L., & Rennert-Ariev, P. (2002). New standards and assessments? Curriculum transformation in teacher education. Journal of Curriculum Studies, 34(2), 201-225. doi: 10.1080/00220270110093625
Van Driel, J., Veal, W., & Janssen, F. (2001). Pedagogical content knowledge: an integrative component within the knowledge base for teaching. Teaching and Teacher Education, 17(8), 979-986.
Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3(4), 1-16.
Whipple, C. E. (2002). Preservice teachers' views of content and pedagogical knowledge presented in the elementary component of a physical education teacher education program. Doctoral Thesis, The Ohio State University, Columbus.
Wiegand, R. L., Bulger, S. M., & Mohr, D. J. (2004). Curricular issues in Physical Education teacher education. JOPERD--The Journal of Physical Education, Recreation & Dance, 75(8), 47-56.
Yin, R. K. (2009). Case study research: Design and methods (4th ed. ed.). London: Sage Publications.
Zeichner, K. M. (1993). A formação reflexiva de professores: ideias e práticas. Lisboa: EDUCA.
Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-100.
Descargas
Publicado
Cómo citar
Número
Sección
