The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers

CENGİZ C.

ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, cilt.43, sa.5, ss.411-422, 2015 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 43 Sayı: 5
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1080/1359866x.2014.932332
  • Dergi Adı: ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.411-422
  • Anahtar Kelimeler: intervention, physical education, teacher education, TPACK, PEDAGOGICAL CONTENT KNOWLEDGE, MATHEMATICS TEACHERS, ICT, CONCEPTUALIZATION, ABILITIES, CLASSROOM, ATTITUDES
  • Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet

Özet

The purpose of this intervention has been to improve pre-service physical education teachers' Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were third-year students (n=42) who have completed the Turkish version of TPACK, TISE, and ITOE before and after this 12-week intervention. The data were primarily analysed through descriptive and paired-sample t-test statistics (p<.05). Descriptive analyses showed an increase in all subscales of TPACK, TISE, and ITOE scores. The paired-sample t-tests revealed a significant difference in scores for content knowledge, pedagogical knowledge, technological pedagogical knowledge, overall TPACK and ITOE. However, no significant difference in technological knowledge, TPACK, and TISE scores was observed. In conclusion, the intervention was effective for determining and developing TPACK variables and ITOE in pre-service physical education teachers.