Developing Digital Competency in HPETE: A Heuristic for and Analysis of Three Programs in the Southern Hemisphere

Autor/inn/en	de Araújo, Allyson Carvalho; Ovens, Alan; Knijnik, Jorge
Titel	Developing Digital Competency in HPETE: A Heuristic for and Analysis of Three Programs in the Southern Hemisphere
Quelle	In: Curriculum Studies in Health and Physical Education, 14 (2023) 2, S.143-160 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Araújo, Allyson Carvalho) ORCID (Ovens, Alan) ORCID (Knijnik, Jorge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2022.2072229
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Digital Literacy; Teacher Education Programs; Physical Education Teachers; Comparative Education; Health Education; Educational Policy; Teaching Methods; Case Studies; Foreign Countries; Program Descriptions; Brazil; Australia; New Zealand + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Vergleichende Erziehungswissenschaft; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Brasilien; Australien; Neuseeland
Abstract	This paper presents a heuristic tool that can be used to analyse and reflect on the inclusion of digital competences in Health and Physical Education Teacher Education (HPETE) programs. The tool is used to identify and compare how HPETE programs in three Southern Hemisphere countries address digital competency as an aspect of learning to teach Health and Physical Education (HPE). The results reveal that the tool provides an effective way of analysing the development of digital technologies through HPETE. While these programs are concerned with the need for technology education, they do not rely on suggested international frameworks and have a different focus related to future teachers' digital competences. The lack of a systematic policy to improve digital skills in our data suggests that technology education has emerged from localised efforts. We suggest that our heuristic tool can support educators to refine the inclusion of digital competences in HPETE programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01