Evidence-Based Practices for Developing In-Depth Content Knowledge of Physical Education Teachers

Abstract

ABSTRACT This article aims to present evidence-based practices for developing physical education teachers’ in-depth content knowledge (CK) that impacts their pedagogical content knowledge (PCK) and student learning in physical education. The article describes the critical aspects of each CK and PCK by identifying the components of each knowledge domain. There is further discussion about how these professional knowledge domains are related to each other considering student learning effects in both research and practice. By reviewing research evidence on CK and PCK in physical education literature, three identified teaching practices that promote teachers’ in-depth content knowledge are presented: (a) a CK packet, (b) a CK test, and (c) a content map. Teaching approaches incorporated with those evidence-based teaching practices within physical education teacher education programs are discussed in the article. This article will guide teacher educators in determining future directions of professional development programs with evidence-based practices aimed to promote teacher quality and effectiveness in physical education.