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

Year 2025, Issue: 57, 14 - 22, 02.06.2025

Huzeyfe Yalçın , Mehmet İmamoğlu

https://doi.org/10.33418/education.1520745

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.

Keywords

Education, Innovation, Pedagogy, Teaching, Technology

Ethical Statement

Ethics committee approval was obtained from Sinop University Ethics Committee (Date: 27.12.2021, Number: 2021/145)

Beden Eğitiminde Yenilikçilik ve Teknolojik Pedagojik İçerik Bilgisi: Öğretmen Yeterlilikleri Üzerine Bir Araştırma

Abstract

Bu araştırma, beden eğitimi ve spor öğretmenlerinin yenilikçilik ve teknolojik pedagojik alan bilgisi düzeylerini incelemeyi ve yenilikçilik düzeyleri ile teknolojik pedagojik alan bilgisi arasındaki ilişkiyi ortaya koymayı amaçlamaktadır. Araştırmanın örneklemini 182 beden eğitimi ve spor öğretmeni oluşturmaktadır. Veri toplama aracı olarak “Genel Bilgiler Formu”, “Yenilikçilik Ölçeği” ve “Teknolojik Pedagojik Alan Bilgisi Ölçeği” kullanılmıştır. Genel Bilgiler Formu araştırmaya katılan beden eğitimi öğretmenlerinin cinsiyet (kadın ve erkek), yaş (24-30 yaş, 31-40 yaş ve 41-50 yaş), mesleki deneyim (1-10 yıl ve 11 yıl ve üzeri), okul düzeyi (ortaokul ve lise) ve eğitim durumu (lisans ve lisansüstü) değişkenlerini belirlemek amacıyla hazırlanan soruları içermektedir. Beden eğitimi ve spor öğretmenlerinin yenilikçilik ve teknolojik pedagojik içerik bilgisi düzeyleri ölçek ortalama puanlarının üzerindedir. Cinsiyet, yaş, mesleki deneyim, çalışılan okul düzeyi, ve eğitim durumu değişkenleri açısından yenilikçilik ve teknolojik pedagojik içerik bilgisi düzeylerinde istatistiksel olarak anlamlı bir farklılık görülmemektedir (p>.01). Yenilikçilik ölçeği ve alt boyutları arasında negatif ve pozitif yönde bir ilişki, Teknolojik Pedagojik İçerik Bilgisi ölçeği alt boyutları arasında pozitif yönde bir ilişki tespit edilmiştir (p<.01). Yenilikçilik ölçeği puanları yalnızca İçerik Bilgisi ve Pedagojik İçerik Bilgisi alt boyutlarıyla istatistiksel olarak anlamlı pozitif ilişki göstermiştir (p<.01). Beden eğitimi ve spor öğretmenlerinin yenilikçilik ve teknolojik pedagojik alan bilgisi düzeyleri yüksektir, bu nedenle yeniliğe açık ve teknolojiyi destekleyen eğitim ortamlarının tasarlanmasını öneriyoruz.

Keywords

Eğitim, Öğretim, Pedagoji, Teknoloji, Yenilik

References

• Akkaya, S. (2021). Technological pedagogical content knowledge as a predictor of physical education and sports teachers' evaluations of distance education. Cypriot Journal of Educational Science, 16(4), 1643-1659. https://doi.org/10.18844/cjes.v16i4.602
• Atılgan, D., & Tükel, Y. (2021). Examination of coaches and physical education teachers' perceptions of individual innovativeness. EKEV Academy Journal, 86, 171-190.
• Baert, H., & Stewart, A. (2014). The effects of role modeling on technology integration within physical education teacher education. JTRM in Kinesiology, 1-26.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Scientific research methods (18th ed.). Pegem Academy.
• Çam, E. & Saltan, F. (2019). The relationship between primary education teachers’ technological pedagogical content knowledge and lifelong learning tendency. Elementary Education Online, 18(3), 1196-1207. https://doi.org/10.17051/ilkonline.2019.611468
• Çar, B., & Aydos, L. (2022). Investigation of the technological pedagogical field knowledge competencies of physical education and sports teachers in terms of class management behavior. Research in Sport Education and Sciences, 24(1), 1-9. https://doi.org/10.54614/JPESS.2022.910931
• Çetin, A. (2020). Investigating the relationship between teachers’ individual ınnovativeness and their attitudes towards using student-centered teaching methods and techniques. Kahramanmaraş Sütçü İmam University Journal of Social Sciences, 17(1), 1-20. https://doi.org/10.33437/ksusbd.648747
• Çoklar, A. N., & Özbek, A. (2017). Analyzing of relationship between teachers’ individual innovativeness levels and their tpack self-efficacies. Journal of Human Sciences, 14(1), 427-440. https://doi.org/10.14687/jhs.v14i1.4413
• Çuhadar, C., Bülbül, T., & Ilgaz, G. (2013). Exploring of the relationship between individual innovativeness and techno-pedagogical education competencies of pre-service teachers. Elementary Education Online, 12(3), 797‐807.
• Demirel, Y., & Seçkin, Z. (2008). The impact of knowledge and knowledge sharing on innovation. Çukurova University Journal of Institute of Social Sciences, 17(1), 189-202.
• Dikmen, C. H., & Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398-415. https://doi.org/10.17275/per.22.46.9.2
• Ekici, C., & Çoruk, A. (2019). Investigation of the relationship between technological pedagogical content knowledge (TPACK) and classroom management skills of primary teachers and secondary education institutions (Çanakkale province). Mediterranean Journal of Educational Research, 13(30), 1-24. https://doi.org/10.29329/mjer.2019.218.1
• Ekici, R., & Ekici, A. (2014). Investigating the students misbehavior in classroom management in state primary schools and secondary schools with a comparative approach. EKEV Academy Journal, 59, 107-118.
• Gökbulut, B. (2021). The relationship between teachers’ technostress and their techno-pedagogical competence. Ahi Evran University Journal of Kırşehir Education Faculty, 22(1), 472-496.
• Gül, Y. E. (2015). Comparative analysis of teacher education system of Germany and Kyrgyzstan. International Journal of Turkish Education Sciences, 4, 68-83.
• Güngör, N. B. (2019). Intermediating role of cognitive flexibility on the effect of individual innovation level of physical education and sports teachers on teacher professionalism (Publication No. 604354) [Doctoral dissertation, Gazi University-Ankara]. Council of Higher Education National Thesis Centre.
• Horzum, M. B., Akgün, Ö. E. & Öztürk, E. (2014). The psychometric properties of the techonological pedagocical content knowledge scale. International Online Journal of Educational Sciences, 6(3), 544-557. https://doi.org/10.15345/iojes.2014.03.004
• Hurt, H. T., Joseph, K., & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4(1), 58-65. https://doi.org/10.1111/j.1468-2958.1977.tb00597.x
• Işık, C., & Türkmendağ, T. (2016). Determinants of individual innovativeness perception of Ataturk university tourism faculty students. Journal of Gazi University Faculty of Tourism, 1, 70-99.
• Karahan, M., & Gedik, Y. (2021). An investigation of the impact of educational activities on university students’ individual innovativeness. Journal of Abant Social Sciences, 21(3), 661-682. https://doi.org/10.11616/asbi.954389
• Karahan, M., Patır, S., & Gedik, Y. (2021). Examining the relationships between university students' self-confidence and risk-taking behaviours and their innovativeness levels. Journal of Yaşar University, 16(63), 1496-513. https://doi.org/10.19168/jyasar.892087
• Kılıçer, K., & Odabaşı, H. F. (2010). Individual innovativeness scale (IS): the study of adaptation to Turkish, validity and reliability. Hacettepe University Journal of Education, 38, 150-164.
• Korucu, A. T., & Olpak, Y. Z. (2015). Examination of teacher candidates individual innovativeness properties from the different variables. Educational Technology Theory and Practice, 5(1), 109-127.
• Kulanşi, E. (2019). Organizational innovation in winter sports facilities (Publication No. 577873) [Masters’s thesis, Atatürk University-Erzurum]. Council of Higher Education National Thesis Centre.
• Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341. https://doi.org/10.23947/2334-8496-2023-11-2-331-341
• Redmond, P., & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707
• Sullivan, R., Wintle, J., Campbell, N., & Roberts, W. M. (2024). Using the Technological Pedagogical Content Knowledge Framework (TPACK) model to analyse teachers’ use of Information Communication Technology (ICT) in primary physical education. Cogent Social Sciences, 10(1), 2356719. https://doi.org/10.1080/23311886.2024.2356719
• Tanucan, J. C. M., Hernani, M. R., & Diano, F. (2021). Filipino physical education teachers’ technological pedagogical content knowledge on remote digital teaching. International Journal of Information and Education Technology, 11(9), 416-423. https://doi.org/10.18178/ijiet.2021.11.9.1544
• Trabelsi, O., Bouchiba, M., Souissi, M. A., Gharbi, A., Mezghanni, N., Kammoun, M. M., Masmoudia, L., & Mrayeh, M. (2022). Technology-mediated physical education teaching practices in Tunisian public schools: a national teacher survey. Sport, Education and Society, 27(7), 878-892. https://doi.org/10.1080/13573322.2021.1926962
• Türkeli, A. (2022). The relationship between the technopedagogical competences and self efficacy of physical education and sports teachers [Special issue 1]. Mediterranean Journal of Sport Science, 5, 603-613. https://doi.org/10.38021/asbid.1198977
• Yılmaz-Öztürk, Z., & Summak, M. S. (2014). Investigation of primary school teachers individual innovativeness. International Journal of Science Culture and Sport, 2, 844-853.