Housner L D, Gomez R L, Griffey D C
Department of Physical Education, Recreation, and Dance, New Mexico State University, Las Cruces.
Res Q Exerc Sport. 1993 Jun;64(2):167-77. doi: 10.1080/02701367.1993.10608794.
The purpose of the article is to describe the relationships of prospective teachers' pedagogical knowledge structures to performance in a physical education teaching methods class. The Pathfinder network scaling algorithm was used to elicit knowledge structures prior to and after the prospective teachers completed the class. The findings indicated that their knowledge of key pedagogical concepts was more coherent and corresponded more closely to the instructor's following the courses. Student measures of correspondence and coherence before the class were not significantly correlated with course performance; however, following the class, correlations between these measures and course performance were significant. Additionally, university grade point average (GPA) was highly related to course performance variables and knowledge measures, whereas American College Test (ACT) scores were not. A follow-up investigation of a subset of students indicated that key pedagogical concepts were retained over a 6-month period of time. However, performance on a semantic classification task provided little evidence that students with knowledge structures similar to that of the instructor organized knowledge at a more semantic level than students who were less similar. Future directions for the study of pedagogical knowledge acquisition in physical education are discussed.
本文的目的是描述职前教师的教学知识结构与体育教学方法课程表现之间的关系。在职前教师完成课程之前和之后，使用探路者网络缩放算法来引出知识结构。研究结果表明，他们对关键教学概念的知识更加连贯，并且在课程结束后与教师的知识结构更为接近。职前教师在课程开始前的对应性和连贯性指标与课程表现没有显著相关性；然而，在课程结束后，这些指标与课程表现之间的相关性变得显著。此外，大学平均绩点（GPA）与课程表现变量和知识指标高度相关，而美国大学入学考试（ACT）成绩则不然。对一部分学生的后续调查表明，关键教学概念在6个月的时间内得以保留。然而，语义分类任务的表现几乎没有提供证据表明，知识结构与教师相似的学生比那些不太相似的学生在语义层面上对知识的组织更好。本文还讨论了体育教学知识获取研究的未来方向。
