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Pre–Service Teachers’ Knowledge of Integrating Soccer and Geometry: The Case of University of Education, Winneba

Article scientifique 2019 Anglais

Résumé

Teacher educators play vital roles in ensuring that positive transfer of knowledge across subject areas occur. This study examined pre-service teachers’ knowledge of integrating physical education and mathematics with particular focus on soccer and geometry. Using a semi-structured questionnaire, views of 145 pre-service teachers from the Department of Basic Education, University of Education, Winneba, were examined. Using descriptive statistics and One-way ANOVA, results indicated that the pre-service teachers have substantial operational but limited conceptual knowledge concerning modelling of basic geometric concepts on the field of play (soccer). The One-way ANOVA result indicated a non-statistically significant difference among the respondents’ knowledge to subject preference [F (2, 136) = 0.943, p = 0.392, η 2 = 0.014]. Among others the study recommended that tutors/lecturers expose pre-service teachers to modeling geometric concepts operationally and conceptually to facilitate their transfer of learning and their future classroom practices. Keywords : Geometry, integration, pre-service teachers, soccer. DOI : 10.7176/JEP/10-14-09 Publication date :May 31 st 2019

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Donkor, S., Titty, C. (2019). Pre–Service Teachers’ Knowledge of Integrating Soccer and Geometry: The Case of University of Education, Winneba. https://doi.org/10.7176/jep/10-14-09

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Auteur(s)

Simon Kormla Donkor Cyril Titty

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