S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) 교육연구와 실천 Journal of the College of Education (師大論叢) vol.50/51 (1995)
체육교과교육의 교사지식 체계화 연구
A Study on Teacher Knowledge of Physical Education Teachers
- Issue Date
- 서울대학교 사범대학
- 사대논총, Vol.51, pp. 205-242
- The reform of the education at schools is done to maximize the educational achievements of the students. The educational achievements, on the other hand, are dependent upon teachers‘ competencies in teaching. One of the crucial competencies of the teacher would be the teacher‘ s ability to teach the subject with effectiveness. Recently, teacher educators and educational administrators pay attention to teacher knowledge as foundations of the educational reform. The purpose of the paper is to review the literature on the knowledge base for teachers in physical education and to give directions for teachers' knowledge growth in teaching. Shulman(l987) identifies three categories of teacher knowledge that are specific to the subject area : content knowledge, curricular knowledge, and pedagogical content knowledge. Content knowledge refers to subject matter knowledge : teachers' knowledge of particular content within a subject. Within physical education, knowledge of the content field is usually interpreted as knowledge about movement and the ability to perform movement. Curricular knowledge refers to the knowledge that teachers need to understand the development and design of educational programs. There are two major mechanisms for controlling the curriculum : textbooks and standardized achievement tests. Pedagogical-content knowledge is defined as the capacity of a teacher to transform the content knowledge he or she possesses into forms that are pedagogically powerful and get adaptive to the variations in ability and background presented by the students(Shulman, 1987). The necessity and significance of the research in teacher knowledge of physical education are examined in the first chapter. The overall review of the previous research findings in relation to the three categories of teacher knowledge in education is presented in the second chapter. An indepth review of the research investigated in teacher knowledge of physical education is examined in the third chapter. Finally, the directions for further studies and implications for the program in schools are discussed in the last chapter.