Background/Purpose Content knowledge (CK) is the foundation of pedagogical content knowledge (PCK). PCK is directly related to student learning. However, there are no studies that directly examine the relationship among CK, PCK, and student learning. The purpose of this study was to examine the effects of a CK workshop on teachers' PCK improvement and student learning in a middle school soccer unit.
Method Two teachers who knew little about soccer content taught 6-day soccer units for two comparison classes (N=22) and two experimental classes (N=20). Direct observation was used to record students' correct performance and teachers' PCK. PCK was categorized into verbal representations (e.g., instructions, descriptions, analogies, metaphor, cues, and specific congruent feedback) and visual representations (e.g., demonstrations, gestures, task cards, pictures, diagrams, video clips, and physical assistance). Task maturity and appropriateness were also identified. Interobserver agreement between observers was collected on 35.7% of the data. Descriptive analysis was utilized and data are reported using percentage.
Analysis/Results The results show differences in teachers' PCK and student correct performance between the comparison and the experimental classes in the following variables maturity and developmental appropriateness of tasks.
Conclusions The findings help in explaining the relationship between CK, PCK, and student learning. Though this is a descriptive study, the teachers' PCK changed considerably following the CK workshop and likewise the student performance was considerably different when PCK improved. This finding requires experimental verification, but it is an important demonstration of the influence of CK on PCK and PCK on student learning.
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