This study compares and explains the knowledge base (Kirk et al, 1997; Shulman, 1987) for teaching physical education in Physical Education Teacher Education (PETE) programmes in England and Korea from the 1960s to the present. In the USA (Siedentop, 1989), the UK (Kirk, 1992) and Australia (Macdonald et al, 1999), the erosion of time spent on content knowledge (CK) for sports and other physical activities has been noted as a matter of concern. The academicisation of the physical activity field and the marginalisation of PETE within it are major factors in the shift in the knowledge base. Data was presented from a comparative study of four PETE programme in two countries in respect of social constructionism (Berger and Luckmann, 1966). The historical resources such as timetables, curricula and official documents were analysed using documentary methods and grounded theory. Grounded theory was also used to analyse interviews with previous and present teacher educators, student teachers, and teachers who graduated from each university. I found that for universities in both countries, first, the hours of theoretical content knowledge (TCK) and practical content knowledge (PRACK) in PETE had been reduced over time. Time for units of physical activity had decreased significantly. Second, student teachers learnt physical activity to introductory levels only, and the spiral system for the physical activity curriculum, where students ideally move from introductory to advanced levels of knowledge, did not work well. In terms of differences between the countries, first, in England there were many sessions where PRACK was interrelated with pedagogical content knowledge (PCK) and knowledge of learners and their characteristics (KLC). However, this was less common in Korea. In particular, interrelationships between PRACK and PCK and KLC were very weak because the Korean system is based on the study of kinesiology. Second, many students and teachers in England requested sessions to assist them to teach at GCSE and A Level. In Korea, in contrast, the need for PCK and KLC was identified. I conclude by confirming that CK forms only a small proportion of the knowledge base for teaching physical education confirming that there is a gap between the knowledge base in PETE and the knowledge requirements for teaching physical education in schools. I suggest developing special units in the PETE course based on models of learning, teaching and philosophy and being suitable for inclusion in the academic and scholarly culture of the university.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:633177 |
| Date | January 2013 |
| Creators | Lee, Chang-Hyun |
| Publisher | University of Bedfordshire |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/10547/336248 |
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