In-depth content knowledge (CK) for teaching is an important outcome of teacher education programs. Ball et al. (2008) classifies CK into two categories: common content knowledge (CCK: Performing an activity) and specialized content knowledge (SCK: Teaching an activity) in mathematics. Ward (2009) defines PE CK in four domains: knowledge of (a) rules and etiquettes, (b) technique and tactics, (c) skill discriminations, and (d) skill progressions. Collectively, Ball et al's (2008) and Ward's (2009) domains provide a conceptual framework for not only understanding content knowledge but allowing for the design of classes focusing on the teaching of CK. Siedentop (2007) suggests that Physical Education Teacher Education (PETE) programs provide too few CK courses and the number has reduced over time. These concerns regarding CK are not just confined to USA, but exist in many countries worldwide. To date, the majority of the discourse about CK has been non–research based. Little research has examined CK courses in PETE and no studies have examined this issue cross-culturally. This study was to compare the differences and similarities of CK courses in PETE programs between Ohio and South Korea.
Method
Universities offering a PETE program in Ohio (N=23) and Korea (N=24) were selected. Data were collected by searching the university's websites or contacting the program coordinator. Course syllabi were obtained from the institutions. Data analysis was initiated by selecting CK courses from course descriptions. CK courses were categorized into CCK and SCK courses according to Ball et al. (2008)'s distinction. Descriptive analysis and independent t-tests were utilized to examine the differences and similarities between Ohio and Korea PETE programs.
Analysis/Results
The analysis indicated that Korean programs required more total credit hours for CK courses than Ohio programs. Korean programs offered more CCK credit hours than Ohio programs. Credit hours for SCK courses in both Korean and Ohio programs were low, but Ohio programs offered more SCK courses than Korean programs. Most Korean programs offered a significantly larger number of activity courses than Ohio programs.
Conclusions
The importance of SCK courses is underestimated in Korea and Ohio programs. Large differences exist in CCK and SCK courses between Korean and Ohio programs, which may be explained by the different teacher examination systems and underlining assumptions. Those differences warrant an examination of the effectiveness of Korea and Ohio programs and the most relevant CK that candidates need, thus providing guidance for PETE curricular reform in Korea and Ohio.