Sports Education Leadership, University of Nevada-Las Vegas, Las Vegas, Nevada 89154-3031, USA.
Res Q Exerc Sport. 2011 Dec;82(4):675-84. doi: 10.1080/02701367.2011.10599804.
Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of the instructional interaction to examine PCK. We observed and measured student-teacher interactions and their appropriateness. Participants were 2 experienced elementary physical educators who taught stronger and weaker units. Primarily, the appropriateness data indicated PCK differences between the stronger and weaker units. Results show that functional analysis of instructional adaptations is an effective strategy for examining PCK and that teachers were better able to meet students' needs in the stronger unit.
教学内容知识（PCK）是教师根据学生不同能力进行教学调整的能力。在这项研究中，我们研究了教师在教授较强和较弱教学单元时，对个别学生的教学调整有何不同。我们使用功能分析（Hanley、Iwata 和 McCord，2003）来研究 PCK。我们观察和测量了师生互动及其适当性。参与者是两位有经验的小学体育教育工作者，他们教授较强和较弱的单元。主要的是，适当性数据表明较强和较弱单元之间存在 PCK 差异。结果表明，教学调整的功能分析是一种有效的 PCK 检查策略，并且教师在较强的单元中能够更好地满足学生的需求。
