Instruments and methods for assessing pedagogical content knowledge in Physical Education teachers: a scoping review
DOI:
https://doi.org/10.47197/retos.v64.110057Keywords:
physical education, teachers, scoping review, pedagogical content knowleged, knowledge, assessmentAbstract
Introduction: Knowing the instruments, techniques and methods to assess pedagogical knowledge of content is essential to strengthen teacher training processes in pedagogy.
Objective: The objective of this study is to organize, integrate and synthesize the available evidence on the instruments, techniques and methods for the evaluation of pedagogical content knowledge in physical education teachers in training and in practice.
Methodology: A scoping review protocol was applied, focusing on studies using instruments and techniques for the assessment of pedagogical content knowledge. The review included publications in English, Spanish and Portuguese, including cross-sectional, quasi-experimental, internal consistency and reliability studies. Seven databases were searched: Sco-pus, ProQuest, Central, ERIC, EBSCOhost (CI-NAHL), Redylac, and Dianet. We also searched the websites of the
following publishers: Taylor & Francis, Sage journals, Springer, and the Google Scholar search engine.
Results: We identified 1,199 studies, published between 2013 and 2023, of which 17 were selected. Six instruments and nine data collection techniques were identified. Questionnaires were the most frequently used instruments, while observations and interviews were the most frequently applied techniques. The information triangulation method was the most used method. Most of the instruments did not report evidence of reliability and validity.
Conclusions: It is necessary to carry out studies on the psychometric properties of the identified instruments, to propose new instruments, and to submit the techniques to expert judgment to adequately evaluate the pedagogical knowledge of the content in physical education teachers.
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