ANALYSIS OF THE PEDAGOGICAL KNOWLEDGE OF PROSPECTIVE PHYSICAL EDUCATION TEACHERS

This study examined how pedagogical knowledge emerges in the teaching practice preservice teaching and supports the construction of pedagogical content knowledge of prospective physical education (PE) teachers. Four pairs of prospective PE teachers were purposefully selected to represent each of the four stages of a PE licensure. Data were collected during three academic semesters by means of interviews and structured reflective logs. The transcribed material was first divided into meaningful units, and then classified into three categories of analytical scope of pedagogical concern (macro, meso, and micro levels). Themes and patterns were sought by looking for similarities and differences among the data from analytical levels and prospective teacher pairs. Findings demonstrated that prospective PE teachers at the beginning of the program confined their primary educational concerns at the micro level, while those about to finish can also discern pedagogical issues at the meso level, but not yet at the macro level. Nevertheless, excessive concerns with a single lesson, with surviving, self-centered objectives and with a strict adherence to the planned strategies suggest a superficial share of pedagogical knowledge in the teaching practice preservice teaching and in the construction of the pedagogical content knowledge of the prospective teachers investigated.