For more than 30 years, educational researchers have been trying to clearly identify a knowledge base for teaching. In this line of research, Shulman’s work is the most recognized and used (Shulman, 1987). Shulman’s... [ view full abstract ]
For more than 30 years, educational researchers have been trying to clearly identify a knowledge base for teaching. In this line of research, Shulman’s work is the most recognized and used (Shulman, 1987). Shulman’s seven-category typology of knowledge is widely implemented around the world in both the design of educational training programs, and in many types of knowledge-based research. These works have since led to many studies on the investigation of teacher’s knowledge and its different categories. Although there is no clear consensus on the exact categories, we can agree on the following: content knowledge; pedagogical content knowledge; knowledge of context; and knowledge about students (Ingersoll, Jenkins and Lux, 2014). However, there remains a lack of deeper understanding of the knowledge about students. What exactly does this knowledge entail: Is it knowledge about the learner’s understanding of a subject? Knowledge of the learner’s cognitive, physical, and affective development? Or is it knowledge of the socio-cultural environment in which the learner evolves?
In this doctoral study, a qualitative research, within the scope of what we know from previous literature, we explore this conceptual gap by conducting semi-structured interviews and focus group with physical education teachers (10) and ask them: How do they define this category? How do they use it in their practice?
With this presentation, we draw a portrait of this knowledge and its particularities related to the PEH field.
We believe that this study can improve the understanding of this knowledge while at the same time initiate a better relationship between teacher and student.
Igersoll, C., Jenkins, J. et Lux, K. (2014). Teacher knowledge development in early field experiences. Journal of teaching in physical education, 33, 363-382.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Havard education review, 15(2), 1-22.
