Changes in Student Perceptions Following a Teacher Training Program Based on Pedagogical Content Knowledge in Sports Science
DOI:
https://doi.org/10.22458/caes.v17i1.6362Keywords:
teacher training, knowledge, higher education, university student, sports educationAbstract
This study examines the effects of a training program for teachers, based on content-specific pedagogical knowledge on students’ perceptions in sports science. A quasi-experimental pretest-posttest design was implemented, involving 423 college students, who were assessed using a 28-item Likert scale questionnaire, and the training of 14 college instructors. The intervention took place over eight weeks through in-person sessions. The results show that traditional teaching approaches persisted in 50% of cases, while the use of the conceptual teaching approach was limited to 14%. Minor pre-post intervention changes were observed in some dimensions of perceptions, suggesting that short-term training interventions may be insufficient to modify teaching approaches.
References
Allen, M., Poggiali, D., Whitaker, K., Marshall, T. R., van Langen, J. & Kievit, R. A. (2021). Raincloud plots: a multi-platform tool for robust data visualization. Wellcome Open Research, 4, 63. https://doi.org/10.12688/wellcomeopenres.15191.2
Auerbach, A. J. J. & Andrews, T. C. (2018). Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5(1), 19. https://doi.org/10.1186/s40594-018-0112-9
Badjie, O., Al Mamun, M. A., Ekuban, C. A. A. & Velankar, Y. (2023). Exploring assessment practices in engineering education: validation of the student perception of assessment questionnaire. 2023 IEEE 11th Region 10 Humanitarian Technology Conference (R10-HTC), 254-259. https://doi.org/10.1109/R10-HTC57504.2023.10461910
Balan, R., Purtan, N., Mladenovici, V. & Ilie, M. D. (2023). Evaluating the impact of a pegagogical training program offered to awarded university teachers. Journal of Pedagogy - Revista de Pedagogie, LXXI (2), 195-236. https://doi.org/10.26755/RevPed/2023.2/195
Bibi, S., Hisham Ul Hassan, K., Tasleem Abbas Shah, S., Akmal, F. & Saqib, M. (2024). Exploring the perceptions of teachers on the impact of professional development programs in enhancing teaching quality. Journal of Asian Development Studies, 13(2), 312-322. https://doi.org/10.62345/jads.2024.13.2.27
Bolzan, L. M., Pereira, L. C. & Almeida, E. B. (2022). Construction and validation of an instrument that can be used to assess student perception of higher education courses. Revista Educativa - Revista de Educação, 25(1). https://doi.org/10.18224/educ.v25i1.8784
Carlson, J. & Daehler, K. (2019). The PCK Summit: A process and structure for challenging current ideas, provoking future work, and considering new directions. In repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 15-27). Routledge.
Chai, C. S., Deng, F., Tsai, P.-S., Koh, J. H. L. & Tsai, C.-C. (2015). Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia Pacific Education Review, 16(3), 389-398. https://doi.org/10.1007/s12564-015-9379-4
Ciraso, A. (2012). An evaluation of the effectiveness of teacher training: some results from a study on the transfer factors of teacher training in Barcelona area. Procedia - Social and Behavioral Sciences, 46, 1776-1780. https://doi.org/10.1016/j.sbspro.2012.05.377
Cochran-Smith, M. & Villegas, A. M. (2015). Framing teacher preparation research. Journal of Teacher Education, 66(1), 7-20. https://doi.org/10.1177/0022487114549072
Correa-Bautista, J. E., Ceballos-Bernal, E. A. & Hutchison-Salazar, L. R. (2024). Diseño y validación de un cuestionario de percepciones de estudiantes sobre la enseñanza a través de analogías en docentes de ciencias del deporte. Retos, 57, 494-501. https://doi.org/10.47197/retos.v57.104310
Criu, R. & Marian, A. (2014). The influence of students’ perception of pedagogical content knowledge on self-efficacy in self-regulating learning in training of future teachers. Procedia - Social and Behavioral Sciences, 142, 673-678. https://doi.org/10.1016/j.sbspro.2014.07.596
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
Forsler, A., Nilsson, P. & Walan, S. (2024). Capturing and developing teachers’ pedagogical content knowledge in sustainable development using content representation and video-based reflection. Research in Science Education, 54(3), 393-412. https://doi.org/10.1007/s11165-023-10149-y
Friedrichsen, P., Driel, J. H. Van & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376. https://doi.org/10.1002/sce.20428
Galarce-Miranda, C., Gormaz-Lobos, D., Kersten, S. & Hortsch, H. (2022). Developing and validating an instrument to measure students’ perceptions of the use of ICTS and educational technologies in times of the COVID-19 pandemic. International Journal of Emerging Technologies in Learning (IJET), 17(22), 186-201. https://doi.org/10.3991/ijet.v17i22.27891
Grossman, P. (1990). The making of a teacher: teacher knowledge and teacher education. Teachers College Press.
Halim, L., Abdullah, S. I. S. S. & Meerah, T. S. M. (2014). Students’ perceptions of their science teachers’ pedagogical content knowledge. Journal of Science Education and Technology, 23(2), 227-237. https://doi.org/10.1007/s10956-013-9484-2
Handayani, P., Iqbal, M. & Kusaeri. (2023). Pedagogical Content Knowledge Guru Pendidikan Agama Islam. Jurnal Imiah Pendidikan Dan Pembelajaran, 7(1), 157-165. https://doi.org/10.23887/jipp.v7i1.49929
Hattie, J. (2008). Visible Learning. Routledge. https://doi.org/10.4324/9780203887332
Hussain, I., Muhammad, N. & Mushtaq, A. (2024). Teachers’ capacity building through professional development training program: a perceived perspective of New Appointed Faculty of Ghazi University. Journal of Asian Development Studies, 13(3), 764-775. https://doi.org/10.62345/jads.2024.13.3.63
Jang, S. J. (2010). Assessing college students’ perceptions of a case teacher’s pedagogical content knowledge using a newly developed instrument. Higher Education, 61(6), 663-678. https://doi.org/10.1007/S10734-010-9355-1
Jang, S. J., Guan, S. Y. & Hsieh, H. F. (2009). Developing an instrument for assessing college students’ perceptions of teachers’ pedagogical content knowledge. Procedia - Social and Behavioral Sciences, 1(1), 596-606. https://doi.org/10.1016/J.SBSPRO.2009.01.107
JASP Team. (2023). JASP (Version 0.18.3) [Computer software].
Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152. https://doi.org/10.1002/sce.21194
Krishna, G. (2024). Construction of a tool to measure self perception of higher secondary school students. International Journal for Multidisciplinary Research, 6(3). https://doi.org/10.36948/ijfmr.2024.v06i03.23599
Kumar, K. S. (2023). Teacher training and professional development in special education: Assessing the impact of professional development programs on teacher effectiveness and student outcomes. Global International Research Thoughts, 11(1), 47-52. https://doi.org/10.36676/girt.2023-v11i1-010
Loewenberg Ball, D., Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching. Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
Luft, J. A., Navy, S. L., Wong, S. S. & Hill, K. M. (2022). The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers. Journal of Research in Science Teaching, 59(9), 1692-1725. https://doi.org/10.1002/tea.21771
Magnusson, S., Krajcik, J., Borko, H., Gess-Newsome, J. & Lederman, N. G. (1999). Examining pedagogical content knowledge. The construct and its implications for science education. Dordrecht: Kluwer academic Publisher.
Melo, L., Cañada, F. & Díaz, M. (2017). Formación continua del profesorado de física a través del conocimiento didáctico del contenido sobre el campo eléctrico en Bachillerato: un caso de estudio. Caderno Brasileiro de Ensino de Física, 34(1), 131. https://doi.org/10.5007/2175-7941.2017v34n1p131
Montoya, N. E. (2023). Pedagogical content knowledge in the physical education field. A systematic review of the literature 2011-2022. Retos, 50, 1240-1250. https://doi.org/10.47197/retos.v50.99378
Mulhall P, Berry A & Loughran J. (2003). Frameworks for representing science teachers’ pedagogical content knowledge. Asia-Pacific Forum on Science Learning and Teaching. 42(2), 1-25.
Ngubane, T. (2024). Influence of Teacher Training Programs on Quality of Education in South Africa. African Journal of Education and Practice, 9(2), 46-55. https://doi.org/10.47604/ajep.2524
Palacios, N. & Reedy, A. K. (2022). Teaching practicums as an ideal setting for the development of teachers-in-training. Revista Interuniversitaria de Formación Del Profesorado. Continuación de La Antigua Revista de Escuelas Normales, 97(36.1). https://doi.org/10.47553/rifop.v97i36.1.89267
Retno Widarti, H., Permanasari, A., Mulyani, S., Ainur Rokhim, D. & Habiddin, H. (2021). Multiple representation-based learning through cognitive dissonance strategy to reduce student’s misconceptions in volumetric analysis. TEM Journal, 1263-1273. https://doi.org/10.18421/TEM103-33
Ringland*, A. (2018). How Teacher Training Can Best Support Effective Pedagogy. In E. Lupu, G. Niculescu, & E. Sabău (Eds.), Sport, Education and Psychology, 42, 1-10. https://doi.org/10.15405/epsbs.2018.06.02.1
Seel, N. M. (2012). Experimental and quasi-experimental designs for research on learning. In Encyclopedia of the Sciences of Learning (pp. 1223-1229). Springer US. https://doi.org/10.1007/978-1-4419-1428-6_716
Senden, B., Teig, N. & Nilsen, T. (2023). Studying the comparability of student perceptions of teaching quality across 38 countries. International Journal of Educational Research Open, 5, 100309. https://doi.org/10.1016/j.ijedro.2023.100309
Shih, C.-L. & Chuang, H.-H. (2013). The development and validation of an instrument for assessing college students’ perceptions of faculty knowledge in technology-supported class environments. Computers & Education, 63, 109-118. https://doi.org/10.1016/j.compedu.2012.11.021
Shoozan, A. & Mohamad, M. (2024). Application of interview protocol refinement framework in systematically developing and refining a semi-structured interview protocol. SHS Web of Conferences, 182, 04006. https://doi.org/10.1051/shsconf/202418204006
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Suhaedin, E., Oriza, W., Ambiyar, A. & Rizal, F. (2024). Analisis Dampak Program Pelatihan Guru terhadap Kualitas Pengajaran di SMK. Journal on Education, 7(1), 3629-3638. https://doi.org/10.31004/joe.v7i1.6959
Schneider, R. M. & Plasman, K. (2011). Science teacher learning progressions: a review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81(4), 530-565. https://doi.org/10.3102/0034654311423382
Tseng, J.-J. (2016). Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning, 29(2), 302-315. https://doi.org/10.1080/09588221.2014.941369
Udomkan, W. & Suwannoi, P. (2018). Developing pre-service science teachers’ pedagogical content knowledge by using training program, 1923(1), 030055. https://doi.org/10.1063/1.5019546
Van Dijk, E. M. (2014). Understanding the heterogeneous nature of science: A comprehensive notion of PCK for scientific literacy. Science Education, 98(3), 397-411. https://doi.org/10.1002/sce.21110
Zambrano, A., Enrique Correa-Bautista, J. F., director, T. & Ramírez-Vélez, R. F. (2018). Cross-Cultural adaptation and validation of the Spanish version for measuring students’ perception of pedagogical content knowledge in University Health Teachers.
Zhang, Y., Zhou, S., Wu, X. & Cheung, A. C. K. (2024). The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis. Educational Research Review, 45, 100627. https://doi.org/10.1016/j.edurev.2024.100627
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Revista Electrónica Calidad en la Educación Superior
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Esta revista provee acceso libre inmediato a su contenido bajo el principio de que hacer disponible gratuitamente la investigación al publico, lo cual fomenta un mayor intercambio de conocimiento global.
