The pedagogical content knowledge: structure and implications to the formation in physical education

Abstract

The purpose of this study was to gain insight into issues related to the construct of pedagogical content knowledge (PCK), which has been extensively considered in several areas of teacher's education abroad. However, the PCK remains almost unacknowledged among physical education professionals in Brazil. In addition to defining and presenting schematic models of teachers' knowledge, this study intended to analyze the structure and the constitutive elements of PCK, connecting them with the teaching of physical education. The interest for this topic is also increased by the current period of curricular reforms that undergraduate physical education programs are involved. Actually, PCK comprehends a type of knowledge that is crucial to the definition of a professional body of knowledge, as well as to structure the pedagogical practice experiences, which are key curricular components of physical education teacher education programs.