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

Abstract

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, η² = 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