Design and validation of a questionnaire to assess the Pedagogical Content Knowledge of Colombian Physical Education students in the practicum
DOI:
https://doi.org/10.15561/26649837.2022.0504Keywords:
pedagogical content knowledge, physical education, practicum, teachers, training, measurement instrumentAbstract
Background and Study Aim. In the training of Physical Education teachers, the practicum is considered a final stage of the training. The practicum implies an amalgamation and connection of the different knowledge acquired at the University and that, when contrasted with the real classroom practice, plays a fundamental role in the future professional development. The purpose of this study was to design and validate a questionnaire to measure the Pedagogical Content Knowledge of the Physical Education teacher trainee in the context of the practicum. Material and Methods. The participants were 146 practicum students of the Bachelor's degree program in Physical Education from four Colombian universities (115 men, 31 women, with an average age of 25.7 + 5.2 years). A non-experimental descriptive cross-sectional study was conducted in two phases, the first one: content validity and the second phase related to the analysis of psychometric properties. Results. A Content Validity Ratio of .92 was presented, which indicates a very high content validity based on Lawshe's model and with a sample of 10 expert judges in the field. In the exploratory factor analysis by the principal component analysis method and varimax rotation, 7 dimensions were proposed, with 36 items explaining 66.78 of the total variance of the instrument. The internal consistency was very satisfactory (α=.9). Conclusions. The questionnaire provides a valid, trustable, and specific instrument, which allows identifying the knowledge that a Physical Education practice student has about pedagogy, context, evaluation, teaching strategies, students, experience, and content. Furthermore, understanding this type of knowledge is a precondition that can allow improving the curricular designs of Physical Education degree programs.Downloads
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https://doi.org/10.1080/02619768.2020.1748595
3. Vo KAT, Pang V, Lee KW. Teaching practicum of an English teacher education program in Vietnam: from expectations to reality. J Nusant Stud, 2018;3(2):32.
https://doi.org/10.24200/jonus.vol3iss2pp32-40
4. Arasomwan DA, Mashiya N. Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice. South African J Child Educ, 2021;11(1):1–10.
https://doi.org/10.4102/sajce.v11i1.700
5. Greve S, Weber KE, Brandes B, Maier J. Development of pre-service teachers’ teaching performance in physical education during a long-term internship: Analysis of classroom videos using the Classroom Assessment Scoring System K‑3. Ger J Exerc Sport Res, 2020;50(3):343–53.
https://doi.org/10.1007/s12662-020-00651-0
6. Lucero E, Roncancio-Castellanos K. The pedagogical practicum journey towards becoming an english language teacher. Profile Issues Teach Prof Dev, 2019;21(1):173–85.
https://doi.org/10.15446/profile.v21n1.71300
7. Canning R. Reflecting on the reflective practitioner : vocational initial teacher education in Scotland education in Scotland. J Vocat Educ Train, 2011;63(4):609–17.
https://doi.org/10.1080/13636820.2011.560391
8. Flores MA. Practice, theory and research in initial teacher education: international perspectives. Eur J Teach Educ, 2017;40(3):287–90.
https://doi.org/10.1080/02619768.2017.1331518
9. Izadinia M. Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Prof Dev Educ, 2016;42(3):387–402.
https://doi.org/10.1080/19415257.2014.994136
10. Le Cornu R. Key components of effective professional experience in initial teacher education in Australia. Australian Institute for Teaching and School Leadership; 2015.
11. Gess-Newsome J, Taylor JA, Carlson J, Gardner AL, Wilson CD, Stuhlsatz MA. Teacher pedagogical content knowledge, practice, and student achievement. Int J Sci Educ, 2019;41(7):944–63.
https://doi.org/10.1080/09500693.2016.1265158
12. Koh JHL. PACK design scaffolds for supporting teacher pedagogical change. Educ Technol Res Dev, 2019;67(3):577–95.
https://doi.org/10.1007/s11423-018-9627-5
13. Köksal D, Genç G. Learning while teaching: Student teachers’ reflections on their teaching practicum. J Lang Linguist Stud, 2019;15(3):895–913.
https://doi.org/10.17263/jlls.631531
14. Loughran J. Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teach Teach Theory Pract, 2019;25(5):523–35.
https://doi.org/10.1080/13540602.2019.1633294
15. White S, Forgasz R. The practicum: The place of experience? In: International handbook of teacher education. Springer; 2016. p. 231–66.
https://doi.org/10.1007/978-981-10-0366-0_6
16. Isse SF, Neto VM. Supervised internship in the training of Physical Education teachers: Scientific publications on the subject. J Phys Educ, 2016;27(1):1–15.
https://doi.org/10.4025/jphyseduc.v27i1.2759
17. Almonacid Fierro AA, Merellano-Navarro E, Feu Molina S, Vizuete Carrizosa M, Orellana Fernández R. Perspectiva cualitativa en la construcción del conocimiento didáctico del contenido del profesorado de Educación Física [Qualitative perspective in the construction of didactic content knowledge in Physical Education teachers]. Retos, 2019;(36):459–68.
https://doi.org/10.47197/retos.v36i36.68840
18. Iserbyt P, Ward P, Li W. Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Phys Educ Sport Pedagog, 2015;22(1):71–88.
https://doi.org/10.1080/17408989.2015.1095868
19. Kim I. Preservice teachers’ enacted pedagogical content knowledge as a function of content knowledge in teaching elementary physical education content. Phys Educ Sport Pedagog, 2020;26(6):649–61.
https://doi.org/10.1080/17408989.2020.1849594
20. Ward P, Chen YJ, Higginson K, Xie X. Teaching Rehearsals and Repeated Teaching: Practice-based Physical Education Teacher Education Pedagogies. J Phys Educ Recreat Danc, 2018;89(6):20–5.
https://doi.org/10.1080/07303084.2018.1476937
21. Shulman LS. Knowlegde and teaching: foundations of the new reform. Harv Educ Rev, 1987;57(1):1–21.
https://doi.org/10.17763/haer.57.1.j463w79r56455411
22. Shulman LS. Research on teaching: a historical and personal perspective. In: The wisdom of practice: essays on teaching learning, and learning to teach. San Francisco: Jossey-Bass; 2004. P. 364–81.
23. Shulman LS. Those who Understand: Knowledge Growth in Teaching. J Educ, 2013;193(3):1–11.
https://doi.org/10.1177/002205741319300302
24. Abell SK. Twenty Years Later: Does pedagogical content knowledge remain a useful idea? Int J Sci Educ, 2008;30(10):1405–16.
https://doi.org/10.1080/09500690802187041
25. Berry A, Depaepe F, Driel J V. Pedagogical content knowledge in teacher education. In: Loughran J, Hamilton ML, editors. International handbook of teacher education. Springer; 2016. P. 347–86.
https://doi.org/10.1007/978-981-10-0366-0_9
26. Deng Z. Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers’ content knowledge. Teach Teach Educ, 2018;72:155–64.
https://doi.org/10.1016/j.tate.2017.11.021
27. Kind V, Chan KKH. Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. Int J Sci Educ, 2019;41(7):964–78.
https://doi.org/10.1080/09500693.2019.1584931
28. Kleickmann T, Richter D, Kunter M, Jürgen E, Michael B, Krauss S, et al. Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education. J Teach Educ, 2012;64(1):90–106.
https://doi.org/10.1177/0022487112460398
29. Chan KKH, Hume A. Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge Is Investigated in Empirical Studies. In: Hume A, Cooper R, Borowski A, editors. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science. Springer; 2019. P. 3–76.
https://doi.org/10.1007/978-981-13-5898-2_1
30. Kim I, Ward P, Sinelnikov O, Ko B, Iserbyt P, Li W, et al. The influence of content knowledge on pedagogical content knowledge: An evidence-based practice for physical education. J Teach Phys Educ, 2018;37(2):133–43.
https://doi.org/10.1123/jtpe.2017-0168
31. Nilsson P. Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. Int J Sci Educ, 2008;30(10):1281–99.
https://doi.org/10.1080/09500690802186993
32. Kahts-Kramer SA, Baard ML. Eastern Cape teachers’ perceptions of their pedagogical content knowledge in Physical Education. African J Phys Act Heal Sci, 2020;26(Sup1):143–58.
33. Meier S. Pedagogical content knowledge in students majoring in physical education vs. sport science. The same but different? Ger J Exerc Sport Res, 2021;51(3):269–76.
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2022-09-26
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Montoya NE, Almonacid-Fierro AA, Arroyave Giraldo DI, Valdebenito González KB. Design and validation of a questionnaire to assess the Pedagogical Content Knowledge of Colombian Physical Education students in the practicum. Pedagogy of Physical Culture and Sports. 2022;26(5):300-1. https://doi.org/10.15561/26649837.2022.0504
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