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INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PRESERVICE TEACHERS’ VIEWS OF CONTENT AND PEDAGOGICAL KNOWLEDGE PRESENTED IN THE ELEMENTARY COMPONENT OF A PHYSICAL EDUCATION TEACHER EDUCATION PROGRAM DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Christine E. Whipple, B.S., M.S. **** The Ohio State University 2002 Dissertation Committee: Approved by Dr. Sandra A. Stroot, Advisor visor Dr. Samuel R. Hodge, Advisor 0 l4, Advisor Dr. Janet Fink /College of Educatioi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3059346 UMI UMI Microform 3059346 Copyright 2002 by ProQuest Information and Learning Company. Ail rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT Making the transition from the role of student to teacher is difficult at times. The prospective teacher often comes into the program with many expectations and beliefs. Preparation of future teachers entails the acquisition of content knowledge, pedagogical skills, modification of student beliefs, and developing a level of comfort in the classroom. Student teachers navigate through this process of preparation at different times and speeds, using different routes and strategies. The purpose of this study was to investigate whether or not, and if so, how the preservice PETE teachers viewed they had acquired and applied content and/or pedagogical content knowledge through the completion of the elementary component (methods course plus field-based internship) of their PETE program at Allentown University. This qualitative study used the constructivist view to gain a better understanding of the perceptions of the preservice teachers. The participants were the preservice teachers enrolled in the elementary portion of the Physical Education Teacher Education program and one professor. Data were collected from participant interviews and document analysis. Data will be analyzed using constant comparative methods looking at course syllabi, texts, handouts, and interview transcripts. If the point at which student teachers acquire content knowledge and pedagogical content knowledge can be better understood, we may be better able to influence how this ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. process occurs. This study is just the first step towards a greater understanding of the development of the teacher. If teacher educators can understand the student teacher development process we will be more effective agents of change. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dedicated to my family: Helen, Rodney, Charles, Victoria, Calvin, Ethan and Martin iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS I wish to thank my advisors, Drs. Sandra Stroot and Samuel Hodge, for intellectual support, encouragement, and enthusiasm, which made this dissertation possible, and for their patience in correcting both my stylistic and creative errors. I thank Dr. Janet Fink for her support and for her commitment of her time and energies to be on my committee. Thank you to the Master of Education students who volunteered their time and their thoughts to help me answer questions that piqued my curiosity. I also wish to thank my mom, dad, brother, and Martin for their never-ending support and encouragement. Thank you also to Deb Pace for her friendship and support for two years, and for a place to live during my last month in Columbus. Thank you to Ismael Flores-Marti for the late night company in the computer lab. I am looking forward to our journey together, from doctoral program to professors. Finally, thank you to Dr. Pam Bechtel for her endless friendship and the bi-weekly calls to check my sanity throughout this process. My final thoughts are best represented by a quote from T.S. Eliot: We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. VITA July 31, 1971 ................................................... Bom- Warwick, Massachusetts 1993 ................................................................. Bachelor of Science Physical Education Russell Sage College Troy, New York 1993- 1995 .......................................................Physical Education Teacher Dunnellon High School Dunnellon, Florida 1995- 1997 .......................................................Physical Education Teacher Yankeetown School (K-8) Yankeetown, Florida 1998 ................................................................. Master of Science Sport Administration and Coaching University of Southern Mississippi Hattiesburg, Mississippi 1998- present ................................................... Graduate Teaching Associate Physical Activities and Educational Services The Ohio State University Columbus, Ohio PUBLICATIONS Whipple, C. E. & Ammah, J. O. A. (2001). Managerial and instructional competencies. Teaching Elementary Physical Education. 12(21. p. 10-11. Stroot, S.A. & Whipple, C.E. (In press). Organizational socialization. In S. Silverman & C. D. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (2nd edition). Champaign-Urbana, IL : Human Kinetics. FIELDS OF STUDY Major Field: Education vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Page Abstract.........................................................................................................................ii Dedication .................................................................................................................... iv Acknowledgments ....................................................................................................... v V ita................................................................................................................................vi Table of Contents ........................................................................................................vii List of Tables................................................................................................................xiii List of Term s............................................................................................................... xvi Chapters: 1. Introduction ............................................................................................ 1 Significance of Study ........................................................................ 9 Purpose of Study ............................................................................... 10 Research Questions .......................................................................... 10 Limitations of the Study .................................................................. 10 Delimitations of the Study ............................................................... 11 2. Review of Literature.............................................................................. 12 Contextual Teaching and Learning Framework ............................ 12 Field Based Programs ...................................................................... 16 Pedagogical Content Knowledge ..................................................... 20 Pedagogical Content Knowledge in General Education ............... 27 Pedagogical Content Knowledge in Physical Education ............... 57 Theoretical Framework...................................................................... 78 3. Methodology ........................................................................................... 83 Methodological Framework.................................................................83 Participants ...........................................................................................87