Pre-Service Physical Education Teachers' Technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy and Instructional Technology Outcome Expectations

Autor/inn/en	Semiz, Kivanc; Ince, Mustafa Levent
Titel	Pre-Service Physical Education Teachers' Technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy and Instructional Technology Outcome Expectations
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 7, S.1248-1265 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Educational Technology; Self Efficacy; Physical Education; Teaching Methods; Preservice Teacher Education; Teacher Education Programs; Physical Education Teachers; Technology Integration; Role Models; Preservice Teachers; Pedagogical Content Knowledge; Outcomes of Education; Expectation; College Faculty; Correlation; Foreign Countries; Measures (Individuals); Student Surveys; Questionnaires; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Identifikationsfigur; Pädagogische Kompetenz; Lernleistung; Schulerfolg; Expectancy; Erwartung; Fakultät; Korrelation; Ausland; Messdaten; Schülerbefragung; Fragebogen; Türkei
Abstract	The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p less than 0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p less than 0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10