Influence of a content course and early field experience on preservice teachers' acquisition of content and pedagogical content knowledge

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dc.contributor Sinelnikov, Oleg A.
dc.contributor Siders, James A.
dc.contributor.advisor Curtner-Smith, Matthew
dc.contributor.author Shipp, Kate Hall
dc.date.accessioned 2017-03-01T16:50:39Z
dc.date.available 2017-03-01T16:50:39Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001359
dc.identifier.other Shipp_alatus_0004M_11550
dc.identifier.uri https://ir.ua.edu/handle/123456789/1826
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to examine the influence of one content course and its follow-up early field experience (EFE) on preservice teachers' (PTs) acquisition of content knowledge (CK) and development of pedagogical content knowledge (PCK). The three specific sub-questions which guided data collection and analysis were (a) With what level of CK did PTs enter a PETE program?, (b) How did PTs acquire CK and develop PCK during the content course?, and (c) How did PTs acquire CK and develop PCK during the follow-up EFE connected with the content course? Participants were 16 PTs enrolled in the content course and EFE. Six qualitative techniques were employed to gather data. Data were analyzed using analytic induction and constant comparison. Findings indicated that the majority of the PTs who began the course with very little CK and no PCK acquired impressive levels of both forms of knowledge and were fairly successful in terms of teaching third grade children swimming and basic aquatic skills. Factors that enhanced the acquisition of CK and PCK were the course structure, pedagogical strategies used by the instructor, nature of the content, and the children who took part in the EFE. Factors that negated the effectiveness of the hybrid course were the level of PTs' CK at entry and the length of the EFE. PTs' acculturation either facilitated or negated the acquisition of both forms of knowledge depending on whether they began the course with coaching or teaching orientations.
dc.format.extent 39 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Kinesiology
dc.title Influence of a content course and early field experience on preservice teachers' acquisition of content and pedagogical content knowledge
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Health Science
etdms.degree.discipline Health Education/Promotion
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.A.


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