Teacher Knowledge Development in Early Field Experiences

• Published in: Journal of teaching in physical education Vol. 33; no. 3; pp. 363 - 382
• Main Authors: Ingersoll, Casey, Jenkins, Jayne M, Lux, Karen
• Format: Journal Article
• Language: English
• Published: Human Kinetics, Inc 01.07.2014
• Subjects: Case Studies; Course Content; Course Descriptions; Educational Environment; Educational Practices; Educational Strategies; Epistemology; Field Experience Programs; Inquiry; Instructional Improvement; Interviews; Knowledge Base for Teaching; Longitudinal Studies; Observation; Pedagogical Content Knowledge; Physical Education; Physical Education Teachers; Qualitative Research; Student Experience; Student Improvement; Task Analysis; Teacher Behavior; United States (Mountain Plains)
• ISSN: 0273-5024
• DOI: 10.1123/jtpe.2013-0102

Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.