Learning to teach in a field-based methods course: The development of pedagogical content knowledge

Abstract

This study describes what and how seven preservice teachers learned during a field-based elementary physical education methods course. Observations of all classes, interviews, and the preservice teachers' written work were data sources. An ecological approach to perception and action was used to interpret the data. All seven preservice teachers discussed the development of pedagogical content knowledge as salient. Development was described as increased differentiation in terms of individual/task/environment relations. Preservice teachers linked inadequate pedagogical content knowledge to problems observing and teaching, and connected knowledge development to improved observing and teaching. It was evident that pedagogical content knowledge included experiential dimensions.