Integrating Technology in Physical Education Teacher Education: A Socialization Perspective

Autor/inn/en	Gawrisch, Daniel P.; Richards, K. Andrew R.; Killian, Chad M.
Titel	Integrating Technology in Physical Education Teacher Education: A Socialization Perspective
Quelle	In: Quest, 72 (2020) 3, S.260-277 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gawrisch, Daniel P.) ORCID (Richards, K. Andrew R.) ORCID (Killian, Chad M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2019.1685554
Schlagwörter	Physical Education Teachers; Teacher Education Programs; Technological Literacy; Pedagogical Content Knowledge; Educational Technology; Technology Uses in Education; Socialization; Teacher Competencies; Acculturation; Career Readiness; Technology Integration; Preservice Teacher Education; Observation; Mentors; Scaffolding (Teaching Technique); Innovation + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Technisches Wissen; Pädagogische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Socialisation; Sozialisation; Lehrkunst; Akkulturation; Lehramtsstudiengang; Lehrerausbildung; Beobachtung
Abstract	Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator's recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01