ABSTRACT

The purpose of this chapter is to discuss the nature of pedagogical content knowledge (hereafter referred to as PCK) for, and critical reflection in, teaching physical education. In a chapter of this length, it is inevitable that a significant amount of the vast body of literature related to these topics will be excluded. This is not judgemental, simply an acknowledgment of space limitations. There will also be an attempt throughout to consider how a mentor might support the development of PCK and critical reflection in pre-service teachers.