ABSTRACT
Purpose: The purpose of the study was to investigate how teachers' pedagogical content knowledge (PCK) in the form of task adaptations differed as a function of content knowledge. Method: Participants were three elementary school teachers (two females and one male) and their students (n = 66). Functional analysis of instructional events (i.e., adaptations) between teachers and students was used to examine PCK before and after a content knowledge workshop in crawl swimming. The appropriateness of the adaptations was measured and all data were collected through live observation by trained observers. Results: All teachers increased their average number of task adaptations per lesson after the content knowledge workshop. Appropriateness of adaptations increased substantially for two teachers but decreased for one teacher. Discussion/Conclusion: Functional analysis of student-teacher interactions is a valuable tool to examine teachers' PCK. The interrelationship between student- and teacher behavior can be modified through a content knowledge workshop.
