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Pedagogical knowledge
.
The fact that teachers knew their classes, had class
systems and structures in place and knew their children made the PDP much easier for
them. For the facilitator, lack of knowledge of the children made PDP facilitation, in
context, difficult at times. The difficulty lay in being able to quickly call children by
name, or to link other curricular activities being covered by the teacher in class, to the
physical education lesson;
‘We have the practical experience of teaching. Not saying
that you wouldn’t but because I look at you as a lecturer in St Pats, that’s the way’
(1
FGT Michael 6). The teachers recognised this difficulty, and for this one late career
teacher, who felt that the teachers in the school should be better able to teach than the
facilitator who had less teaching experience, even if an ‘expert’ in physical education.
The teachers’ had good pedagogical knowledge, based on their experience as a teacher
and their knowledge of the children in their class. Most of the teachers had established
procedures (for organising equipment, grouping children, taking warm-ups, managing
and disciplining children, providing feedback to children etc) which were observed
during the PDP. Teachers’ management of children organising equipment for O&AA
improved as teachers gained content knowledge, as until teachers knew what they were
going to teach within an activity they did not know where to place the equipment.
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