标题：LA CONTRIBUCIÓN DE LAS PRÁCTICAS DE ENSEÑANZA EN LA CONSTRUCCIÓN DEL CONOCIMIENTO DIDÁCTICO DE CONTENIDO DE LOS FUTUROS PROFESORES DE EDUCACIÓN FÍSICA
摘要：Purpose: the present study examined how teaching practices fostered PCK knowledge components in future physical education teachers with different levels of training. Methods: participants consisted of four pairs of future teachers with different levels of training in a physical education licensure program. Interview and questionnaire data were collected during 3 academic semesters. The data were qualitatively analysed into units of meaning, which were coded for 4 knowledge components (student knowledge, content knowledge, pedagogical knowledge, and context knowledge). Results: findings indicated that study participants’ PCK primarily drew on the student and content knowledge components. Discussion/Conclusion: comparisons between knowledge components and between pairs found that participants’ PCK primarily employed the student and content knowledge components and that the pedagogy and context knowledge components of participants’ PCK were less well developed. DOI: 10.17533/udea.efyd.v34n1a05 URL DOI: http://doi.org/10.17533/udea.efyd.v34n1a05
关键词：Teaching Practices;Knowledge Base;Pedagogical Knowledge.;Prácticas De Enseñanza, Bases Del Conocimiento, Conocimiento Pedagógico.;Práticas De Ensino, Conhecimento De Base, Conhecimento Pedagógico.
