Kim, I., Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The Influence of Content Knowledge on Pedagogical Content Knowledge: An Evidence-Based Practice for Physical Education. Journal of Teaching in Physical Education, 37, 133-143.
https://doi.org/10.1123/jtpe.2017-0168

has been cited by the following article:

• TITLE: An Investigation of the Pedagogical Content Knowledge across German Preservice (Physical Education) Teachers

  AUTHORS: Stefan Meier

  KEYWORDS: Measurement Invariance, Pedagogical Content Knowledge, Preservice Physical Education Teachers, Professional Knowledge

  JOURNAL NAME: Advances in Physical Education, Vol.11 No.3, August 5, 2021

  ABSTRACT: Pedagogical content knowledge (PCK) is of critical importance to Physical Education (PE), since teaching PE is fundamentally distinct from teaching other subjects in many significant ways. Despite the importance of PCK, research on PCK in German speaking countries is still at the beginning. Against this backdrop, the current study explores the extent to which PCK is a specific professional feature across German students aiming for a teaching degree in PE or not. A cross-sectional study was conducted among 762 students to explore potential differences in relation to teacher education (TE) programs (PETE students n = 431, TE students n = 331). Measurement invariance (MI) between the groups was carried out using multigroup confirmatory factor analysis models to ensure latent mean scores can be compared meaningfully. The progressive evaluation of MI confirms that it is possible to measure the PCK (scalar) equivalently across PETE and TE students. PETE students outperformed TE students in both PCK subdimensions, also in different stages of the study. The study provides evidence for the “professional knowledge” and “qualification hypothesis” within PETE programs.