Preservice Teachers' Pedagogical Content Knowledge and View of Teaching

Background/Purpose: According to Shulman (1987), teachers should have pedagogical content knowledge (PCK) in order to teach well. It is important to note that the view of teaching influence teacher effectiveness. However, little research has examined how preservice teachers perceive their PCK and teaching. Therefore, the purpose of this qualitative study was to explore preservice teachers’ PCK and the view of teaching in middle school physical education in Korea.

Method: Four preservice teachers were selected from the students who enrolled in student teaching practicum in a university in Seoul, Korea. Data were collected from in-depth interviews, field observations, video-recording, and relevant documentations (e.g., lesson plans, reflections). In-depth interviews were the main source of the data. Semi-structured interviews were conducted with four preservice teachers who were assigned in middle school settings. The interview data was transcribed verbatim and interpreted to generate themes.

Analysis/Results: Data were analyzed inductively using constant comparison. Trustworthiness of data was established through peer debriefing, triangulation and member checks. Three themes emerged for the preservice teachers’ view of teaching: (a) view changes, (b) difference between the theory and practice, and (c) ideal teaching environment. The results revealed that the view of teaching was influenced by social environment and education. The preservice teachers identified the gap between the theory and practice through their student teaching experiences. The ideal teaching environment that preservice teachers reported was that students were being silent and attentive under the control of the teacher but the environment was fun and enjoyable. Three themes emerged for the preservice teachers’ PCK: (a) the knowledge of lesson objectives, (b) the knowledge of student understanding, and (c) the knowledge of teaching strategies. The planning process in teaching is important for effective teaching and the objectives of the lesson should be achieved. The preservice teachers reported that another important aspect for effective teaching was to identify student understanding. The preservice teachers were influenced by cooperating teachers in terms of their teaching strategies.

Conclusions: Results indicate that preservice teachers did not have well-developed philosophy of teaching. However, as an applicants of national physical education certification examination in Korea, they felt responsible for future education and had the pride of what they are doing. They did not have negative view of teaching and they were willing to compromise the reality. Findings suggest that the gap between the theory and practice in teaching should be narrowed down within PETE programs.