Subject-specific professional knowledge and skills of PE teachers

Abstract

While theoretical conceptions and empirical findings regarding the structure of subject-specific professional knowledge (CK & PCK) exist in various teaching subjects, they are largely lacking in the area of PE. This article addresses the question of how this knowledge can empirically be structured for PE teachers. To answer this question, in addition to classical MC tests, video and text vignettes were used in order to measure non-contextualized as well as contextualized knowledge. The findings of the survey of 181 physical education teachers confirm the reliability and validity of the test instruments and show very high correlations between the assumed dimensions. However, these high correlations indicate that a further differentiation of the subject-specific professional knowledge of physical education teachers is hardly possible.