Constructing Professional Knowledge: A Case Study of an Experienced High School Teacher

Schempp, Paul G.
October 1993
Journal of Teaching in Physical Education;Oct1993, Vol. 13 Issue 1, p2
Academic Journal
Steve Sommers has taught high school physical education for 16 years, and in that time he has learned much about the demands that teachers face in public schools. This study examined how Steve constructed the knowledge necessary to meet those demands. Specifically, this study sought to describe the sources and processes used in making pedagogical decisions. Data were collected over one academic year using life history and ethnographic techniques. Data analysis entailed reducing data to themes and categories that identified the specific sources of knowledge and how Steve used those sources in his teaching, Steve relied upon four primary knowledge sources: community, school, profession, and biography. These sources provided Steve with the expectations for his teaching and the limits of his responsibilities. Further, these sources provided the raw information that Steve translated into classroom practices. A dialectic tension existed between Steve and his occupational environment that shaped and gave status to his professional service.


Related Articles

  • University/Schools Partnerships in Teacher Education Programs. Carlson, Jane A. K.; Kimpton, Ann; Oswald, Lois; Puglisi, Linda // Physical & Health Education Journal;Summer2007, Vol. 73 Issue 2, p6 

    Teacher preparation programs vary widely from university to university. At one end of the continuum is the traditional model consisting of an on-campus methods course in isolation of field experience. At the other end is the popular professional development school (PDS) consisting of a...

  • physical education and technology. McLaughlin, Charlie // Children's Technology & Engineering;Mar2012, Vol. 16 Issue 3, p2 

    An introduction to the journal is presented in which the author discusses articles published within the issue on topics including the exciting projects initiated by physical education teachers and the integration of subject matter and the activities designed by the teachers.

  • Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning. Armour, Kathleen M.; Yelling, Martin // Journal of Teaching in Physical Education;Apr2007, Vol. 26 Issue 2, p177 

    This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of...

  • Student Teaching and the Pedagogy of Necessity. Tinning, Richard I. // Journal of Teaching in Physical Education;Jan1988, Vol. 7 Issue 2, p82 

    Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that...

  • "There is no lack of people to go to for support": Policy, Community, and Individual Influences on One Pre-Service Teacher's Knowledge Development. Ingersoll, Casey; Lux Gaudreault, Karen; Jenkins, Jayne // Global Journal of Health & Physical Education Pedagogy;2014, Vol. 3 Issue 1, p30 

    The purpose of this study was to investigate how one pre-service teacher's knowledge developed across three semesters of early field experience (EFE). Shulman and Shulman's (2004) model of teacher knowledge based on fostering communities of learners (FCL) provided the theoretical framework for...

  • Classroom teachers' responses and feedback efforts during a collaborative practicum for... Kurz-McPherson, Karen A.; Faucette, Nell // Journal of Instructional Psychology;Mar94, Vol. 21 Issue 1, p68 

    Examines classroom teachers' feedbacks to preservice physical education teachers during a collaborative practicum for the preservice educators. Practicum setting; Collaborative program design; Classroom teachers' participation in providing written feedbacks.

  • Current and recommended preparation of physical education... Van Donselaar, Lee; Leslie, David K. // Physical Educator;Early Winter90, Vol. 47 Issue 4, p209 

    Examines the preparation of physical education teachers in the exercise physiology knowledge base. Subdiscipline that plays a fundamental role in the preparation of physical education teachers; Basic applications of exercise physiology; What the study revealed.

  • A descriptive profile of teacher preparation practices in physical education teacher education. Strand, Bradford N. // Physical Educator;Spring92, Vol. 49 Issue 2, p104 

    Examines some of the common practices that colleges and universities are using in the preparation of physical education teacher education majors. Profile demographics; Coaching preparation; Skill/activity course requirements; Peer teaching; Pre-student teaching; Student teacher supervision.

  • Finding more teaching opportunities for physical education teacher education. Poole, Jon R. // Physical Educator;Winter94, Vol. 51 Issue 1, p53 

    Describes the involvement of undergraduate sports pedagogy majors enrolled in a teaching practicum course and instructors teaching in the Basic Instructional Program (BIP). Peer teaching support; Development of teaching cases; Classroom or action research; Qualitative data collection.


Read the Article


Sign out of this library

Other Topics