Knowledge of educational action physical education teachers

Abstract

This article discusses the results of a survey that had at investigating the analysis of pedagogical action knowledge of physical education teachers. The survey was conducted with three teachers (two men and a woman) and included various data collection tools, as interviews, daily work of the teacher observation and document analysis. The investigation was central theoretical and methodological framework the concepts arising from studies dealing with the epistemology of professional practice. The study results indicate that these teachers build unique type of professional knowledge to academic knowledge. The study also shows that the construction process of pedagogical action knowledge proved to be strongly articulated the pedagogical specificity of content which teachers belong.