The Impact of Role Models and Experiences on Physical Education Teacher Education Students' Technological, Pedagogical, and Content Knowledge

被引：0

作者：

Krause, Jennifer M. ^{[1
]}

O'Neil, Kason ^{[2
]}

机构：

[1] Univ Northern Colorado, Coll Nat & Hlth Sci, Dept Kinesiol Nutr & Dietet, Greeley, CO 80639 USA

[2] East Tennessee State Univ, Dept Sport Exercise Recreat & Kinesiol, Johnson City, TN USA

来源：

PHYSICAL EDUCATOR-US | 2024年 / 81卷 / 04期

关键词：

INTEGRATION SELF-EFFICACY; PRESERVICE TEACHERS; INSTRUCTIONAL-TECHNOLOGY; TPACK;

D O I：

10.18666/TPE-2024-V81-I4-11748

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Preparing future physical education teachers to effectively integrate technology is a responsibility of physical education teacher education (PETE) programs. The purpose of this study was to examine 124 PETE students' Technological, Pedagogical, and Content Knowledge (TPACK) levels, role models for TPACK, and first-hand experi-ences with TPACK. Participants completed the Survey of Preservice Physical Education Teachers' Knowledge of Teaching and Technology. Descriptive statistics, analysis of variance, and stepwise regression were used to determine TPACK levels, differences among participants, and predictors of TPACK. Results indicated that PETE students had high levels of TPACK (M=4.0, SD = .76) and that PETE faculty modeling was the most significant predictor of TPACK. TPACK was observed and experienced mostly with video analysis/demonstrations and activ-ity monitoring.

引用

页数：118

共 29 条

[1] Preparing pre-service teachers to integrate technology into K-12 instruction: evaluation of a technology-infused approach [J].