Rovegno I
University of Alabama, Tuscaloosa.
Res Q Exerc Sport. 1994 Sep;65(3):269-79. doi: 10.1080/02701367.1994.10607628.
The purpose of this paper is to continue the theoretical delineation of the nature of pedagogical content knowledge. Two student teachers were observed teaching an elementary games and high school sport unit and interviewed in depth about their lessons, biography, pedagogical content knowledge, and aspects of the school culture. Data were analyzed by constant comparison and analytic induction. Trustworthiness was established through member checks and triangulation. In the high school, both student teachers tried to use extending and refining tasks, as they had in the elementary school. But, when confronted with aspects of the high school culture, both retreated to a curricular zone of safety relying on application tasks. This zone, the defining aspect of their pedagogical content knowledge of teaching sports, emerged from and was constituted by the relations among goals, capabilities, teaching, inadequate pedagogical content knowledge, and aspects of the school culture. It is argued that situated and cultural orientations contribute to psychological orientations currently used to delineate pedagogical content knowledge. A curricular zone of safety is offered as a concept that helped account for the emergence and persistence of particular ways of knowing content.
本文的目的是继续从理论上阐述教学内容知识的本质。观察了两名实习教师教授小学游戏和高中体育单元的情况，并就他们的课程、个人经历、教学内容知识以及学校文化的各个方面进行了深入访谈。通过持续比较和分析归纳对数据进行了分析。通过成员核对和三角互证建立了可信度。在高中阶段，两名实习教师都试图像在小学那样使用拓展和细化任务。但是，当面对高中文化的各个方面时，两人都退缩到了一个依赖应用任务的课程安全区。这个区域，即他们体育教学内容知识的决定性方面，产生于目标、能力、教学、教学内容知识不足以及学校文化各方面之间的关系，并由这些关系构成。有人认为，情境和文化取向促成了目前用于界定教学内容知识的心理取向。提出了课程安全区这一概念，它有助于解释特定知识内容方式的出现和持续存在。
