Faculty and student perspectives of and experiences with TPACK in PETE

ABSTRACT

Physical education teacher education (PETE) students are required to use technology to enhance planning and implementation, instructional delivery and management, and professional responsibility (Society of Health and Physical Educators America. (2017). National Standards for Initial physical education teacher education. Retrieved from http://www.shapeamerica.org/accreditation/upload/National-Standards-for-Initial-Physical-Education-Teacher-Education-2017.pdf). However, there are issues with technology integration competence and barriers in physical education and PETE [Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in secondary physical education: Teachers’ attitudes and practice. Journal of Educational Technology Development and Exchange, 3(1), 27–42; Jones, E. M., Bulger, S. M., Illg, K., & Wyant, J. (2012). Modified delphi investigation of instructional technology in PETE. Global Journal of Health and Physical Education in Pedagogy, 1(4), 295–310]. Effective integration demands the incorporation of pedagogy around subject content, delivered with appropriate technology, known as technological, pedagogical, and content knowledge (TPACK). The purpose of this study was to investigate TPACK-related experiences of 13 faculty and 32 students among three PETE programs through a multiple case study design. Semi-structured interview and focus group guides were employed and thematic analysis was used to code data from within and across the three cases [Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage Publications; Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92]. Results indicated varying experiences with instruction in TPACK, faculty modelling of technology, and integration of technology into field experiences. Recommendations for PETE programs based on the results of this study include the pursuit of funding for technology for use in pedagogical content courses and field experiences, development of a strategic curriculum map of where and when technology is incorporated across program coursework, and strategic placement of students in technologically advanced schools.

KEYWORDS:

• Technology
• teacher preparation
• physical education
• teacher education

Notes on contributors

Jennifer Krause is an Assistant Professor of Sport Pedagogy in the School of Sport and Exercise Science at the University of Northern Colorado. Her major line of research revolves around the training, efficacy, and use of technology among physical educators, particularly in physical education teacher education. Additionally, she has examined the use of virtual observation in field experiences and physical education teacher professional development.

Brandy M. Lynch is an Assistant Professor in the Department of Nutrition and Kinesiology at the University of Central Missouri. Her research has primarily focused on pre-service physical education teachers. Specifically, she has examined the use of technology in supervising student teachers, the professional development experiences of teacher candidates, and the ways in which Physical Education Teacher Education programs address the assessment of candidate professionalism.