Exploring pedagogical content knowledge of adaptive physical education for teachers using WHO Rehabilitation Competency Framework
10.3969/j.issn.1006-9771.2022.05.011
- VernacularTitle:运用世界卫生组织康复胜任力架构研究适应体育教师学科教学内容知识
- Author:
Yaru YANG
1
;
Yan LU
1
Author Information
1. China Research Center on the Sports of Persons with Disability, Beijing Sport University, Beijing 100084, China
- Publication Type:Journal Article
- Keywords:
Rehabilitation Competency Framework;
adaptive physical education;
pedagogical content knowledge
- From:
Chinese Journal of Rehabilitation Theory and Practice
2022;28(5):559-567
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo explore the pedagogical content knowledge of adaptive physical education teachers using the World Health Organization Rehabilitation Competency Framework (RCF), to construct an adaptive physical education competency system and establish an adaptive physical education and training system and accreditation method for teachers. MethodsUsing RCF and referring to the U. S. Adapted Physical Education National Standards 3rd version (APENS-3), we examined the pedagogical content knowledge of adaptive physical education for teachers. The structure and content of the key pedagogical knowledge contents of adaptive physical education teachers were systematically studied, and the core professional competencies of adaptive physical education teachers were constructed. ResultsBased on the RCF and teaching activities, the teaching-related core competencies of the adapted physical education teachers were constructed from the knowledge and skills in the domains of practice (teaching), and learning and development (continuing education) of RCF, and the structure and content of the knowledge of adapted physical education teachers were constructed in the five domains: students, teachers, teaching, curriculum and educational evaluation. This competency framework could be applied in the fields of professional teaching competency identification, continuing education curriculum development and continuing education competency training, and performance evaluation for adaptive physical education teachers. ConclusionIn accordance with the RCF and with reference to APENS-3, the structure of pedagogical content knowledge and its core contents for adaptive physical education teachers were systematically explored. These structures and the core contents can be applied in the identification of competencie, the development of continuing education curriculum and competency training, and the assessment of performance for adaptive physical education teachers.
