KU Leuven.
University College PXL.
Res Q Exerc Sport. 2020 Dec;91(4):539-550. doi: 10.1080/02701367.2019.1687809. Epub 2020 Jan 31.
: The purpose of the study was to investigate how teachers' pedagogical content knowledge (PCK) in the form of task adaptations differed as a function of content knowledge. : Participants were three elementary school teachers (two females and one male) and their students ( = 66). Functional analysis of instructional events (i.e., adaptations) between teachers and students was used to examine PCK before and after a content knowledge workshop in crawl swimming. The appropriateness of the adaptations was measured and all data were collected through live observation by trained observers. : All teachers increased their average number of task adaptations per lesson after the content knowledge workshop. Appropriateness of adaptations increased substantially for two teachers but decreased for one teacher. : Functional analysis of student-teacher interactions is a valuable tool to examine teachers' PCK. The interrelationship between student- and teacher behavior can be modified through a content knowledge workshop.
: 本研究旨在探讨教师的教学内容知识（PCK）在任务改编方面的差异如何取决于其内容知识。 : 参与者为三名小学教师（两女一男）及其学生（= 66 人）。我们使用教学事件的功能分析（即改编），在 crawl swimming 的内容知识研讨会上，对 PCK 进行了课前和课后的比较。通过对适应性的测量，所有数据均通过经过培训的观察员进行现场观察收集。 : 在内容知识研讨会之后，所有教师每节课的平均任务改编数量都有所增加。两名教师的适应性有显著提高，而一名教师的适应性则有所下降。 : 学生-教师互动的功能分析是一种检查教师 PCK 的有效工具。通过内容知识研讨会，可以修改学生和教师行为之间的相互关系。
