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Six Expert and Student Teachers' Views and Implementation of Constructivist Teaching Using a Movement Approach to Physical Education
The Elementary School Journal
Vol. 102, No. 3 (Jan., 2002), pp. 255-272
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/1002219
Page Count: 18
You can always find the topics here!Topics: Students, Teaching, Teachers, Physical education, Student teachers, Games, Constructivism, Learning, Children, Mathematics education
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In this article I describe 3 expert and 3 student physical education teachers' constructivist views of pedagogical content knowledge and their practices while teaching 3 lessons on educational games involving dribbling that were based on the movement approach. Transcripts of 2 formal interviews with each participant and 18 videotaped lessons were analyzed using constant comparison. Results indicated that both groups of teachers demonstrated an adequate constructivist view of pedagogical content knowledge. Although expert and student teachers had no problems facilitating students' work on a variety of movement tasks, the student teachers, unlike the expert teachers, did not use constructivist-based instructional strategies to respond to students' learning responses.
The Elementary School Journal © 2002 The University of Chicago Press