Six Expert and Student Teachers' Views and Implementation of Constructivist Teaching Using a Movement Approach to Physical Education

Abstract

In this article I describe 3 expert and 3 student physical education teachers' constructivist views of pedagogical content knowledge and their practices while teaching 3 lessons on educational games involving dribbling that were based on the movement approach. Transcripts of 2 formal interviews with each participant and 18 videotaped lessons were analyzed using constant comparison. Results indicated that both groups of teachers demonstrated an adequate constructivist view of pedagogical content knowledge. Although expert and student teachers had no problems facilitating students' work on a variety of movement tasks, the student teachers, unlike the expert teachers, did not use constructivist-based instructional strategies to respond to students' learning responses.