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

Authors

  • Jennifer M. Krause University of Northern Colorado
  • Kason O'Neil East Tennessee State University

DOI:

https://doi.org/10.18666/TPE-2024-V81-I4-11748

Abstract

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 experiences with TPACK. Participants completed the Survey of Preservice Physical Education Teacher’ 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 activity monitoring.

Published

2024-07-09

Issue

Section

Articles