Task Adaptations as a Function of Content Knowledge: A Functional Analysis

Purpose: The purpose of the study was to investigate how teachers' pedagogical content knowledge (PCK) in the form of task adaptations differed as a function of content knowledge. Method: Participants were three elementary school teachers (two females and one male) and their students (n = 66)....

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Bibliographic Details
Published in:Research quarterly for exercise and sport 2020-10, Vol.91 (4), p.539-550
Main Authors: Iserbyt, P., Coolkens, R., Loockx, J., Vanluyten, K., Martens, J., Ward, P.
Format: Article
Language:English
Subjects:
Adult
Applied behavior analysis
Aquatic Sports
Behavior Change
Child
elementary school
Elementary School Students
Elementary School Teachers
Female
Foreign Countries
Humans
Knowledge
Male
Middle Aged
Pedagogical Content Knowledge
Physical Education
Physical Education and Training - methods
Physical Education Teachers
School Teachers - psychology
Student Behavior
Swimming
Teacher Behavior
Teacher Training
Teacher Workshops
Teaching
three-term contingency
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Summary:Purpose: The purpose of the study was to investigate how teachers' pedagogical content knowledge (PCK) in the form of task adaptations differed as a function of content knowledge. Method: Participants were three elementary school teachers (two females and one male) and their students (n = 66). Functional analysis of instructional events (i.e., adaptations) between teachers and students was used to examine PCK before and after a content knowledge workshop in crawl swimming. The appropriateness of the adaptations was measured and all data were collected through live observation by trained observers. Results: All teachers increased their average number of task adaptations per lesson after the content knowledge workshop. Appropriateness of adaptations increased substantially for two teachers but decreased for one teacher. Discussion/Conclusion: Functional analysis of student-teacher interactions is a valuable tool to examine teachers' PCK. The interrelationship between student- and teacher behavior can be modified through a content knowledge workshop.
ISSN:0270-1367
2168-3824
DOI:10.1080/02701367.2019.1687809