scholarly journals Technological pedagogical content knowledge as a predictor of physical education and sports teachers' evaluations of distance education

2021 ◽  
Vol 16 (4) ◽  
pp. 1643-1659
Author(s):  
Sumeyra Akkaya
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
General Level ◽  
Education Evaluation ◽  
Pedagogical Content ◽  
Knowledge Levels ◽  
Knowledge Scale

The aim of this study is to reveal whether physical education and sports teachers' technological pedagogical knowledge levels and some variables are significant predictors of distance education evaluation levels. The correlational design, in which the direction and strength of the relationship between more than one variable were investigated, was used in the study. The research group consists of 213 physical education and sports teachers. The data of the research were collected with the Technologic Pedagogical Content Knowledge Scale and Distance Education Evaluation Scale Technologic pedagogical content knowledge general level has increased distance education evaluation general level. Technology knowledge increased distance education evaluation general level, technical level and learning process level. Based on the results, it can be recommended that physical education and sports teachers should be given trainings to increase their technological pedagogical content knowledge levels with the aim of minimizing the problems experienced by physical education and sports teachers in the distance education process and increasing the quality of education.   Keywords:Technological Pedagogical Content Knowledge; Distance Education; Physical Education And Sports Teachers

scholarly journals Filipino Physical Education Teachers‘ Technological Pedagogical Content Knowledge on Remote Digital Teaching

2021 ◽  
Vol 11 (9) ◽  
pp. 416-423
Author(s):  
Jem Cloyd M. Tanucan ◽  
◽  
Ma. Rosita A. Hernani ◽  
Felix Diano Jr.
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Survey ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
The Philippines ◽  
Chi Square ◽  
Digital Platforms ◽  
Pedagogical Content

This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.

Technological Pedagogical Content Knowledge Scale--Deep

2012 ◽  
Author(s):  
Isil Kabakci Yurdakul ◽  
Hatice Ferhan Odabasi ◽  
Kerem Kilicer ◽  
Ahmet Naci Coklar ◽  
Gurkay Birinci ◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Scale

The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale

2012 ◽  
Vol 58 (3) ◽  
pp. 964-977 ◽  
Author(s):  
Isil Kabakci Yurdakul ◽  
Hatice Ferhan Odabasi ◽  
Kerem Kilicer ◽  
Ahmet Naci Coklar ◽  
Gurkay Birinci ◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Validity And Reliability ◽  
Pedagogical Content ◽  
Knowledge Scale

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

2012 ◽  
Vol 28 (7) ◽  
Author(s):  
Kivanc Semiz ◽  
Mustafa Levent Ince
Keyword(s):  
Technology Integration ◽  
Instructional Technology ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Outcome Expectations ◽  
Technological Pedagogical Content Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
University Instructors

<span>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&lt;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&lt;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.</span>

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