The professional knowledge of physical education teachers: A comparison between groups of different expertise while analyzing classroom events

It is the purpose of the following article to reveal more insights into the question of the professionalization of PE teachers by defining the meaning of professional knowledge. The first part will comprise a brief overview of the different characteristics of knowledge and their meanings, containing...

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Bibliographic Details
Published in:International journal of physical education 2011, Vol.48 (3), p.31-42
Main Author: Reuker, Sabine
Format: Article
Language:English
Subjects:
Didaktik
Erfahrung
Fachwissen
Forschungsstand
Kompetenz
Lehrer
Lehrerverhalten
Literaturübersicht
Schülerverhalten
Situationsanalyse
Sport
Sportpädagogik
Sportunterricht
Unterrichtsbeobachtung
Vergleichsuntersuchung
Wahrnehmung
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Summary:It is the purpose of the following article to reveal more insights into the question of the professionalization of PE teachers by defining the meaning of professional knowledge. The first part will comprise a brief overview of the different characteristics of knowledge and their meanings, containing a distinction of different kinds of knowledge and their application to sports education. The first part will end in a description of supportive findings. The second part will present a study focusing on the differences between novices and experts, who are asked to describe and analyze events in a gym class. Therefore, the study refers to the novice-expert-paradigm. It is the purpose of the study to explore how far results can be replicated for the group of PE teachers who so far have not been examined, and how far existing categorization systems are useful or have to be adapted. Consequently, this article provides important information for further investigations. Aus der Einleitung.
ISSN:0341-8685