Abstract

The aim of this research is to describe the discourse and the classroom teaching approach of Physical Education teachers inrelation to the Didactic Content Knowledge (CDC). The construction of didactic and consequently pedagogical knowledge is generatedfrom school practices, producing an articulated learning knowledge and located in the relationship between theory and practice, whichincludes didactic, pedagogical, disciplinary, professional, and practical aspects of the teaching profession. In this sense, the objective ofthis research was to understand the construction process and the sources of CDC in Physical Education teachers from the Maule regionin Chile. The methodology used is qualitative, since it is based on the interpretive-comprehensive paradigm that seeks to understandcomplex phenomena. In terms of design, six semi-structured interviews were conducted with Physical Education teachers working in theMaule Region, Chile. The process of coding, categorization, and interpretation allowed us to conclude that even if teachers havedisciplinary knowledge that does not guarantee quality learning for students who participate in the Physical Education classroom, sincea general pedagogical knowledge is required, which allows teachers to plan, organize, and execute quality teaching-learning situations.Keys Words: Teacher, knowledge, pedagogy, physical education