Effects of subject-specific professional knowledge and skills of physical education teachers on students' learning progress.

ABSTRACT: Although the subject-specific professional knowledge of teachers is considered to be of central importance with regard to the learning performance of their students, there is only sparse empirical evidence on this issue. Moreover, current studies are primarily limited to the subject of mathematics. The aim of this article is to investigate the significance of subject-specific professional knowledge and skills of physical education (PE) teachers on the practical learning gains of their students based on a panel study. In order to measure both non-contextual knowledge and contextual skills on the teachers' side, paper-pencil tests as well as video and text vignettes were used as test instruments. On the students' side, practical sport skills were assessed in a pretest-posttest design to eval

SUBMITTER: Wittwer M 

PROVIDER: S-EPMC12686084 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature