Theoretical Perspectives on Knowledge and Learning and a Student Teacher’s Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter

摘要: This study describes and interprets (a) a student teacher’s decisions about task content progression across an elementary high school sport unit (b) those aspects of his pedagogical knowledge that he used to explain justify decisions. The dividing sequencing subject matter can be summarized briefly: first, tell the biomechanically efficient body position, second, play games. Both guidelines for are in curriculum literature interpreted by using broad theoretical perspectives learning pervade educational thought. Taken-for-granted molecular questioned, potential more holistic, nonlinear is considered.