The influence of content knowledge on pedagogical content knowledge: an evidence-based practice for Physical Education

© 2018 Human Kinetics, Inc. Purpose: We conducted a retroactive analysis of teacher and student data from two randomized group trials and one wellcontrolled quasi-experimental group trial focused on improving pedagogical content knowledge (PCK) and student performance. Method: Seven teachers and 32 classes were investigated. PCK was measured using four variables: task selection, representation, adaption, and an aggregate variable called total PCK. Student data are reported as percentages of correct performance. Data are reported descriptively using effect sizes (ES). Results: The studies generated 35 ES across four teachers and one student performance variable. All ES exceeded the U.S. Department of Education's What Works Clearinghouse.25 standard deviation criterion for a "substantively important" effect and all ES exceeded Cohen's criteria of.8 for a large effect. Discussion: Findings from this study support a focus on professional development of teachers' content knowledge as an evidenced-based practice for improving the PCK of teachers and in turn student performance.

Jaar van publicatie:2018

BOF-keylabel:ja

IOF-keylabel:ja

BOF-publication weight:1

CSS-citation score:2

Auteurs:International

Authors from:Higher Education

Toegankelijkheid:Open