Pedagogical Content Knowledge Studies

Research foci

Demonstrating that improving a teacher’s content knowledge improves student learning in terms of their technique and tactics, levels of moderate to vigorous physical activity and on-task behavior.

Research Summary

Experimental and quasi-experimental designs conducted in multiple sites was used to examine: (a) How does student learning differ as a function of PCK? (b) How do teachers’ selection of tasks differ in teaching as a function of CK? (c) How do teachers’ representation of tasks differ in teaching as a function of CK? (d) How do teachers’ adaptation of tasks differ in teaching as a function of CK? (e) How does student MVPA differ as a function of PCK? (f) How does student on-task behavior differ as a function of PCK?

Theoretical assumptions

  • PCK can be observed in (a) the task the teacher provides (inter and intra task development), and (b) the representations of tasks by the teacher before and during practice (i.e., demonstration/instructions and feedback/cues).
  • PCK exists any instructional utterance or medium used by a teacher AND exists on continuums of maturity and effectiveness.
  • Content knowledge and in particular, specialized content knowledge is a very strong predictor of PCK.
  • Improving PCK by using an intervention will increase student learning and change teacher instructional profiles.
  • Our work in grounded in applied behavior analysis.

Studies

Chang, S.H., Ward, P., & Goodway, J.D. (2020). The effect of a content knowledge teacher professional workshop on enacted pedagogical content knowledge and student learning in a throwing unit.  Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2020.1743252

Tsuda, E., Ward, P., & Goodway, J. (in press). Effects of a content knowledge intervention on instruction and learning: A pilot study. The Physical Educator

Iserbyt, P., Coolkens, R., Loockx, J., Vanluyten, K., Martens, J., & Ward, P. (in press). Task adaptations as a function of content knowledge: A functional analysis. Research Quarterly for Exercise and Sport

Dervent, F., Ward, P. Devrilmez, E., & Tsuda, E. (2018). Transfer of content development across practica in physical education teacher education. Journal of Teaching in Physical Education. 37, 330-339.https://doi.org/10.1123/jtpe.2017-0150

Tsuda, E. & Ward, P. (2019). A knowledge packet for teaching badminton to upper elementary students. Journal of Physical Education, Recreation and Dance. 90, 42-49.

Tsuda, E., Ward, P. & Goodway, J. (2018). Defining tennis content in upper elementary physical education.Journal of Physical Education, Recreation and Dance. 89, 33-41.

Kim, I. Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The influence of content knowledge on pedagogical content knowledge: An evidence-based practice for physical education. Journal of Teaching in Physical Education, 37, 133-143.

Iserbyt, P., Ward, P., & Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 21, 539-556.

Iserbyt, P. Theys, L., Ward, P., & Charlier, N. (2017). The effect of a specialized content knowledge workshop on teaching and learning Basic Life Support in elementary school: a cluster randomized controlled trial. Resuscitation. 112, 17-21.

Ward, P., & Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35, 194-207.

Sinelnikov, O., Kim, I., Ward, P., Curtner-Smith, M., & Li, W. (2016). Changing beginning teachers’ content knowledge and its effect on student learning.  Physical Education and Sport Pedagogy, 21, 425-440.

Ward, P. Kim, I., Ko, B., & Li, W. (2015). Effects of improving teachers’ content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise and Sport, 86, 130-139. DOI: 10.1080/02701367.2014.987908.