Teachers’ knowledge

Handbook of Physical Education

Volumn , Issue , 2006, Pages 502-515

  Tsangaridou, Niki ^a  

^a UNIVERSITY OF CYPRUS   (Cyprus)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84959142133     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781848608009.n28     Document Type: Chapter

References (72)

1. Amade-Escot, C. The contribution of two research programs on teaching content: "Pedagogical content knowledge" and "didactics of physical education". Journal of Teaching in Physical Education 20 (2000). 78-101.
2. Bain, L. (1990). Physical education teacher education. In W.R. Houston, M. Haberman and J. Sikula (Eds.), Handbook of research on teacher education (pp. 758-781). New York: Macmillan.
3. Berliner, D. In pursuit of the expert pedagogue. Educational Researcher 15 (7) (1986). 5-13.
4. Borko, H. and Putnam, R. (1996). Learning to teach. In D.C. Berliner and R.C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.
5. Calderhead, J. (1996). Teachers: beliefs and knowledge. In D.C. Berliner and R.C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.
6. Campbell, R.J., Kyriakides, L., Muijs, R.D. and Robinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. London: Routledge Falmer. doi:10.4324/9780203403709 http://dx.doi.org/10.4324/9780203403709
7. Carter, K. (1990). Teachers’ knowledge and learning to teach. In W.R. Houston, M. Haberman, and J. Sikula (Eds.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.
8. Chen, W. Rovegno, I. Examination of expert and novice teachers’ constructivist-oriented teaching practices using a movement approach to elementary physical education. Research Quarterly for Exercise and Sport 71 (4) (2000). 357-372.
9. Clandinin, J. (1985). Classroom practice: Teacher images in action. London: Falmer.
10. Cochran-Smith, M. Lytle, S. Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education 24 (1999). 249-305.
11. Dodds, P. Cognitive and behavioral components of expertise in teaching physical education. Quest 46 (1994). 153-163. doi:10.1080/00336297.1994.10484117 http://dx.doi.org/10.1080/00336297.1994.10484117
12. Doutis, P. Teachers’ pedagogical content knowledge and pedagogical theories of content. Dissertation Abstracts International 58 (3872). (1997). (University Microfilms № 9813254).
13. Doyle, W. (1990). Themes in teacher education research. In W.R. Houston, M. Haberman and J. Sikula (Eds.), Handbook of research on teacher education (pp. 3-24). New York: Macmillan.
14. Elbaz, F. Research on teacher’s knowledge: The evolution of a discourse. Journal of Curriculum Studies 23 (1991). 1-19. doi:10.1080/0022027910230101 http://dx.doi.org/10.1080/0022027910230101
15. Ennis, C. Knowledge and beliefs underlying curricular expertise. Quest 46 (2) (1994). 164-175. doi:10.1080/00336297.1994.10484118 http://dx.doi.org/10.1080/00336297.1994.10484118
16. Feiman-Nemser, S. and Floden, R.E. (1986). The cultures of teaching. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 505-525). New York: Macmillan.
17. Feiman-Nemser, S. and Remillard, J. (1996). Perspectives on learning to teach. In F.B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 63-91). San Francisco: Jossey-Bass.
18. Fernandez-Balboa, J.M. Barrett, K. Solomon, M. Silverman, S. Perspectives on content knowledge in physical education. Journal of Physical Education, Recreation, & Dance 67 (9) (1996). 54-57.
19. Floden, R. (2001). Research on effects of teaching: A continuing model for research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th Ed., pp. 3-16). New York: Macmillan.
20. Fortin, S. The teaching of modern dance: What two experienced teachers know, value, and do. Dissertation Abstracts International 53 (2580). (1993). (University Microfilms № 9238175).
21. Graber, K. The influence of teacher education programs on the beliefs of student teachers: general pedagogical knowledge, pedagogical content knowledge, and teacher education course work. Journal of Teaching in Physical Education 14 (1995). 157-178.
22. Graber, K. (2001). Research on teaching in physical education. In V. Richardson (Ed.), Handbook of research in teaching (4th ed., 491-519). Washington, DC: American Educational Research Association.
23. Griffin, L. Dodds, P. Rovegno, I. Pedagogical content knowledge for teachers. Integrate everything you know to help students learn. Journal of Physical Education Recreation & Dance 67 (9) (1996). 58-61.
24. Grossman, PL. A study in contrast: Sources of pedagogical content knowledge for secondary English. Journal of Teacher Education 40 (1989). 24-31.
25. Hastie, P. The effect of teacher content knowledge on accountability in instructional tasks. Research Quarterly for Exercise and Sport 67 (Suppl.1) (1996). A-81.
26. Housner, L. Griffey, D. Teachers cognition: Differences in planning and interactive decision-making between experienced and inexperienced teachers. Research Quarterly for Exercise and Sport 56 (1) (1985). 45-53.
27. Jenkins, J. Veal, M. Preservice teachers’ PCK development during peer coaching. Journal of Teaching in Physical Education 22 (2002). 49-68.
28. Kelly, P. Hickey, C. Tinning, R. Producing knowledge about physical education pedagogy: Problematizing the activities of expertise. Quest 52 (2000). 284-296. doi:10.1080/00336297.2000.10491716 http://dx.doi.org/10.1080/00336297.2000.10491716
29. Kirk, D. A critical pedagogy for teacher education: toward an inquiry-oriented approach. Journal of Teaching in Physical Education 5 (1986). 230-246.
30. Kirk, D. Macdonald, D. Situated learning in physical education. Journal of Teaching in Physical Education 17 (1998). 376-387.
31. Kutame, M. Teacher knowledge and its relationship to student success in learning gymnastics skill. Dissertation Abstracts International 58 (1637). (1997). (University Microfilms № 9731661).
32. Lee, A. Contributions of research on student thinking in physical education. Journal of Teaching in Physical Education 16 (1997). 262-277.
33. Macdonald, D. Hunter, L. Carlson, T Penney, D. Teacher knowledge and the disjunction between school curricula and teacher education. Asia-Pacific Journal of Teacher Education 30 (3) (2002a). 259-275. doi:10.1080/1359866022000048411 http://dx.doi.org/10.1080/1359866022000048411
34. Macdonald, D. Kirk, D. Metzler, M. Nilges, L. Schempp, P. Wright, J. It’s all very well, in theory: Theoretical perspectives and their applications in contemporary pedagogical research. Quest 54 (2002b). 133-156. doi:10.1080/00336297.2002.10491771 http://dx.doi.org/10.1080/00336297.2002.10491771
35. McCaughtry, N. The emotional dimensions of a teacher’s pedagogical content knowledge: Influences on content, curriculum, and pedagogy. Journal of Teaching in Physical Education 23 (2004). 30-47.
36. McCaughtry, N. Rovegno, I. Development of pedagogical content knowledge: Moving from blaming students to predicting skillfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education 22 (2003). 355-368.
37. Munby, H., Rusell, T. and Martin, A. (2001). Teachers’knowledge and how it develops. In V. Richardson (Ed.). Handbook of research on teaching (4th Ed., pp. 877-904). New York: Macmillan.
38. O’Sullivan, M. (1996). What do we know about the professional preparation of teachers? In S. Silverman and C. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (pp. 315-337). Champaign, IL: Human Kinetics.
39. O’Sullivan, M. (2003). Learning to teach physical education. In S. Silverman and C. Ennis (2nd ed.), Student learning in physical education: Applying research to enhance instruction (pp. 275-294). Champaign, IL: Human Kinetics.
40. O’Sullivan, M. Doutis, P. Research on expertise: guideposts for expertise and teacher education in physical education. Quest 46 (1994). 176-185. doi:10.1080/00336297.1994.10484119 http://dx.doi.org/10.1080/00336297.1994.10484119
41. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T Buttery and E. Guyton (Eds), Handbook of research on teacher education, (pp. 102-119). New York: Macmillan.
42. Richardson, V. and Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research in teaching (4th ed., 905-947). Washington, DC: American Educational Research Association.
43. Rink, J. (2003). Effective instruction in physical education. In S. Silverman and C. Ennis (Eds.) (2nd ed.), Student learning in physical education: Applying research to enhance instruction (pp. 165-186). Champaign, IL: Human Kinetics.
44. Romar, J.E. (1995). Case studies of Finnish physical education teachers: Espoused and enacted theories of action. Abo: Abo Academi University Press.
45. Rovegno, I. Learning to teach in a field-based methods course: the development of pedagogical content knowledge. Teaching and Teacher Education 8 (1992). 69-82. doi:10.1016/0742-051X(92)90041-Z http://dx.doi.org/10.1016/0742-051X%2892%2990041-Z
46. Rovegno, I. The development of curricula knowledge: A case of problematic pedagogical content knowledge during advanced knowledge acquisition. Research Quarterly for Exercise and Sport 64 (1993). 56-68.
47. Rovegno, I. Teaching within a curricular zone of safety: School culture and the situated nature of student teachers’ pedagogical content knowledge. Research Quarterly for Exercise and Sport 65 (1994). 269-279.
48. Rovegno, I. Theoretical perspectives on knowledge and learning and a student teacher’s pedagogical content knowledge of dividing and sequencing subject matter. Journal of Teaching in Physical Education 14 (1995). 284-304.
49. Rovegno, I. (2003). Teachers’ knowledge construction. In S. Silverman and C. Ennis (Eds.), (2nd ed), Student learning in physical education: Applying research to enhance instruction (pp. 295-310). Champaign, IL: Human Kinetics.
50. Rovegno, I. and Dolly, J. (in press). Constructivist perspectives on learning. In D. Kirk, D. Macdonald and M. O’Sullivan (Eds), Handbook of physical education, (pp. 242-261). London: Sage Publications. doi:10.4135/9781848608009 http://dx.doi.org/10.4135/9781848608009
51. Rovegno, I. Chen, W Todorovich, J. Accomplished teachers’ pedagogical content knowledge of teaching dribbling to third grade children. Journal of Teaching in Physical Education 22 (2003). 426-449.
52. Schon, D.A. (1983). The reflective practitioner. New York: Basic Books.
53. Schon, D.A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
54. Schempp, P. Manross, D. Tan, S. Fincher, M. Subject expertise and teachers’ knowledge. Journal of Teaching in Physical Education 17 (1998). 342-356.
55. Sebren, A. Preservice teachers’ reflections and knowledge development in a field-based elementary physical education methods course. Journal of Teaching in Physical Education 14 (1995). 262-283.
56. Shulman, L. Those who understand: Knowledge growth in teaching. Educational Researcher 15 (1986). 4-14.
57. Shulman, L. Knowledge and teaching: Foundation of a new reform. Harvard Review 57 (1987). 1-22.
58. Shulman, L. Truth and consequences? Inquiry and policy in research on teacher education. Journal of Teacher Education 53 (2002). 248-253. doi:10.1177/0022487102053003009 http://dx.doi.org/10.1177/0022487102053003009
59. Siedentop, D. (1991). The mountain yet to be climbed (pp. 3-9) Proceedings from the 1991 AIESEP-NAPEHE World Congress, Atlanta, Georgia.
60. Siedentop, D. Content knowledge for physical education. Journal of Teaching in Physical Education 21 (2002). 368-377.
61. Siedentop, D. Eldar, E. Expertise, experience, and effectiveness. Journal of Teaching in Physical Education 8 (3) (1989). 254-260.
62. Siedentop, D. and Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Palo Alto, CA: Mayfield.
63. Tinning, R. Student teaching and the pedagogy of necessity. Journal of Teaching in Physical Education 7 (1988). 82-89.
64. Tinning, R. Teacher education pedagogy: Dominant discourses and the process of problem setting. Journal of Teaching in Physical Education 1 (1991). 1-20.
65. Tinning, R. Engaging Siedentopian perspectives on content knowledge for physical education. Journal of Teaching in Physical Education 21 (2002a). 378-391.
66. Tinning, R. Toward a "modest pedagogy": Reflections on the problematic of critical pedagogy Quest 54 (2002b). 224-240. doi:10.1080/00336297.2002.10491776 http://dx.doi.org/10.1080/00336297.2002.10491776
67. Tom, A. and Valli, L. (1990). Professional knowledge for teachers. In WR. Houston, M. Haberman and J. Sikula (Eds.), Handbook of research on teacher education (pp. 373-392). New York: Macmillan.
68. Tsangaridou, N. Enacted pedagogical content knowledge in physical education: A case study of a prospective classroom teacher. European Physical Education Review 8 (1) (2002). 21-36. doi:10.1177/1356336X020081002 http://dx.doi.org/10.1177/1356336X020081002
69. Wilson, S. Berne, J. Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education 24 (1999). 173-209.
70. Wright, L. Practical knowledge, performance, and physical education. Quest 52 (2000). 273-283. doi:10.1080/00336297.2000.10491715 http://dx.doi.org/10.1080/00336297.2000.10491715
71. Zeicher, K. The new scholarship in teacher Education. Educational Researcher 28 (1999). 4-15.
72. Zeicher, K. and Gore, J. (1990). Teacher socialization. In W R. Houston, M. Haberman and J. Sikula (Eds.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan.