Background/Purpose: Teacher Education programs frequently require early field experiences (EFE) to enhance pedagogical content knowledge (PCK), the amalgam of knowledge of students, environment, content, and pedagogy (Corchoran, DeRuiter, & King, 1993; Shulman, 1987). There is a dearth of research identifying how EFE mold, shape, and influence PCK (Jenkins & Veal, 2002; Jenkins, Garn, & Jenkins, 2005; Sebren, 1995).The purpose was to identify what and how teacher knowledge emerges and develops to construct PCK during an EFE.
Method: This study investigated one PT with no previous experience working with early elementary aged learners and enrolled in an EFE participated for an entire semester. The PT taught approximately 50 lessons at five different schools, was observed weekly, and engaged in post-lesson conferences and three in-depth interviews.
Analysis/Results: Observation notes, reflective journal, and interviews were transcribed and categorized according to Cochoran et al. (1993) categories of teacher knowledge.Four themes emerged. (1) It Starts with Pedagogy – PT focused on classroom management strategies, often at the expense of understanding how to teach content. (2) Teacher Content Development through Student Observation - PT learned to utilize task progression only after observing children struggle with motor skill development. (3) Context Changes Everything – Changing schools, children, and content led to degradation in the PT's teaching skills. (4) Emotion Matters – PT's emotions indicated dissonance and triggered reflection.
Conclusions: (1) Contextual Variety: Providing multiple school settings, children, and content, enhances teacher knowledge. (2) Content Knowledge: PTs need specific movement content knowledge to identify and utilize appropriate task progressions.