Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations

Date

2012-01-01

Author

Semiz, Kivanc
İnce, Mustafa Levent

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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<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<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.

Subject Keywords

Validation, Competence

URI

https://hdl.handle.net/11511/54081

Journal

AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY

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Department of Physical Education and Sports, Article

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Citation Formats

K. Semiz and M. L. İnce, “Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations,” AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, pp. 1248–1265, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54081.