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Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies

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Titel: Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies
Autoren: Huzeyfe Yalçın, Mehmet İmamoğlu
Quelle: Educational Academic Research, Iss 57, Pp 14-22 (2025)
Issue: 5714-22
Educational Academic Research
Verlagsinformationen: Ataturk Universitesi, 2025.
Publikationsjahr: 2025
Schlagwörter: education, Development of Physical Education and Education Programs, pedagogy, yenilik, Theory and practice of education, Teacher Education and Professional Development of Educators, innovation, teaching, Education, Innovation, Pedagogy, Teaching, Technology, Eğitim, Öğretim, Pedagoji, Teknoloji, Yenilik, Beden Eğitimi ve Eğitim Programlarının Geliştirilmesi, Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi, pedagoji, technology, öğretim, eğitim, LB5-3640, teknoloji
Beschreibung: This research aimed to examine the innovativeness and Technological Pedagogical Content Knowledge (TPCK) levels of physical education and sports teachers (PE teachers) and to reveal the relationship between innovativeness and TPCK levels. The study sample comprises 182 PE teachers. “General Information Form,” “Innovativeness Scale (IS),” and “TPCK Scale” were used as data collection tools. General Information Form includes questions prepared to identify the PE teachers participating in the study variables of the gender (male and female), age (24-30 years, 31-40 years, and 41-50 years), professional experience (1-10 years and 11 years and above), the school level (secondary and high school), and educational status (undergraduate and graduate). PE teachers’ innovativeness and TPCK levels are above the scale average scores. There were no significant differences in innovativeness and TPCK levels regarding gender, age, professional experience, school level, and educational status (p > .01). A negative and positive relationship existed between the IS and its sub-dimensions and a positive relationship between the TPCK scale sub-dimensions (p < .01). The IS scores only showed a significant positive relationship with the sub-dimensions of CK and PCK (p < .01). PE teachers exhibit high levels of innovativeness and TPCK, so we recommend designing educational environments open to innovation and support technology.
Publikationsart: Article
Dateibeschreibung: application/pdf
ISSN: 2822-3535
DOI: 10.33418/education.1520745
Zugangs-URL: https://doaj.org/article/4edf965bfaae40ca98cb0a82c0d9e044
https://dergipark.org.tr/tr/pub/education/issue/91414/1520745
Dokumentencode: edsair.doi.dedup.....ab10dd86bb24d17e0ff0dfe63a4fb622
Datenbank: OpenAIRE
Beschreibung
Abstract:This research aimed to examine the innovativeness and Technological Pedagogical Content Knowledge (TPCK) levels of physical education and sports teachers (PE teachers) and to reveal the relationship between innovativeness and TPCK levels. The study sample comprises 182 PE teachers. “General Information Form,” “Innovativeness Scale (IS),” and “TPCK Scale” were used as data collection tools. General Information Form includes questions prepared to identify the PE teachers participating in the study variables of the gender (male and female), age (24-30 years, 31-40 years, and 41-50 years), professional experience (1-10 years and 11 years and above), the school level (secondary and high school), and educational status (undergraduate and graduate). PE teachers’ innovativeness and TPCK levels are above the scale average scores. There were no significant differences in innovativeness and TPCK levels regarding gender, age, professional experience, school level, and educational status (p > .01). A negative and positive relationship existed between the IS and its sub-dimensions and a positive relationship between the TPCK scale sub-dimensions (p < .01). The IS scores only showed a significant positive relationship with the sub-dimensions of CK and PCK (p < .01). PE teachers exhibit high levels of innovativeness and TPCK, so we recommend designing educational environments open to innovation and support technology.
ISSN:28223535
DOI:10.33418/education.1520745