Housner L D, Gomez R, Griffey D C
Department of Physical Education, Recreation, & Dance, New Mexico State University, Las Cruces.
Res Q Exerc Sport. 1993 Sep;64(3):291-9. doi: 10.1080/02701367.1993.10608813.
This study is an extension of an earlier investigation of undergraduate students' acquisition of key pedagogical concepts in a physical education teaching methodology course. In that study, Pathfinder, a method for eliciting associative memory networks, was used to describe and compare the pedagogical knowledge structures of students to that of the course instructor. After the course, students' pedagogical knowledge structures corresponded more closely with that of the instructor, and students who corresponded the closest performed better in the course. The results raised an interesting issue regarding the acquisition of knowledge in undergraduate students. Did students acquire a generalizable body of pedagogical knowledge applicable beyond the context of the teaching methodology course or a highly contextualized reflection of their course instructor's knowledge base? In the present study the external validity of the pedagogical knowledge base was examined by using Pathfinder to compare the knowledge structures of students from the initial investigation with knowledge structures of five experienced teacher educators from five different teacher education programs. The findings indicated that students' knowledge structures became significantly more correspondent with that of the experienced teachers' structures from the beginning to the end of the course. Also, students' correspondence with teacher educators' structures following instruction was found to be significantly correlated with academic and teaching performance. The findings point to the external validity of the domain of knowledge under study and the robustness of Pathfinder for capturing pedagogical knowledge.
本研究是对早期一项关于本科生在体育教学方法课程中获取关键教学概念的调查的扩展。在该研究中，一种用于引出联想记忆网络的方法——探路者法，被用来描述和比较学生与课程教师的教学知识结构。课程结束后，学生的教学知识结构与教师的结构更为接近，且与教师结构最接近的学生在课程中表现更好。这些结果引发了一个关于本科生知识获取的有趣问题。学生是获得了一套可推广的教学知识体系，适用于教学方法课程之外的情境，还是对其课程教师知识库的高度情境化反映？在本研究中，通过使用探路者法将最初调查中学生的知识结构与来自五个不同教师教育项目的五位经验丰富的教师教育者的知识结构进行比较，来检验教学知识库的外部效度。研究结果表明，从课程开始到结束，学生的知识结构与经验丰富教师的结构显著更趋一致。此外，发现学生在接受教学后与教师教育者结构的一致性与学业和教学表现显著相关。这些发现指出了所研究知识领域的外部效度以及探路者法在捕捉教学知识方面的稳健性。
