Investigation of Technological Pedagogical Content Knowledge Self-Confidence of Physical Education and Sports Teachers in the Process of Distance Education in the Covid 19 Pandemic

Year 2022, Volume: 4 Issue: 2, 96 - 109, 31.12.2022

Adem Karatut Halil Evren Şentürk

https://doi.org/10.47778/ejsse.1181977

Cited By: 2

Abstract

This research aims to examine the technological pedagogical content knowledge of physical education and sports teachers who conduct their courses remotely in the distance education process. A total of 254 physical education and sports teachers, 81 female and 173 male teachers, participated in the research in the 2020-2021 academic year. As data collection tools, Graham et al., (2009) and adapted into Turkish by Timur and Taşar (2011), the "Technological Pedagogical Content Knowledge Self-Confidence Scale" (TPACK) and the "Personal Information Form" developed by the researchers were used. The data obtained in the study were analyzed using the SPSS 25 package program. As a result of the study, it was concluded that there are significant differences in the sub-dimensions of the physical education and sports teachers' technological pedagogical content knowledge self-confidence according to gender, distance education background, computer education status, having a personal computer and teachers' educational status. It has been observed that the technological pedagogical content knowledge self-confidence of physical education and sports teachers is generally high. 

Keywords

Physical Education and Sports Teacher, Distance Education, Technological Pedagogical Content Knowledge, Covid 19

Covid 19 Pandemisinde Uzaktan Eğitim Sürecinde Beden Eğitimi ve Spor Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi Özgüvenlerinin İncelenmesi

Abstract

Bu araştırma, uzaktan eğitim sürecinde derslerini uzaktan yürüten beden eğitimi ve spor öğretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesini amaçlamaktadır. Araştırmaya 2020-2021 eğitim öğretim yılında Kocaeli’de görevli 81 kadın ve 173 erkek öğretmen olmak üzere toplam 254 beden eğitimi ve spor öğretmeni katılmıştır. Veri toplama aracı olarak Graham, Burgoyne, Cantrell, Smith ve Harris (2009) tarafından geliştirilen Timur ve Taşar (2011) tarafından Türkçeye uyarlanan "Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeği" ve araştırmacılar tarafından geliştirilen "Kişisel Bilgi Formu" kullanılmıştır. Çalışmada elde edilen veriler SPSS 25 paket program kullanılarak analiz edilmiştir. Çalışmanın sonucunda, beden eğitimi ve spor öğretmenlerinin teknolojik pedagojik alan bilgisi özgüvenlerinin cinsiyete, uzaktan eğitim altyapısına, bilgisayar eğitimi durumlarına, kişisel bilgisayar sahibi olma ve öğretmenlerin eğitim durumlarına göre ölçek alt boyutlarında anlamlı farklılıklar olduğu sonucuna ulaşılmıştır. Beden eğitimi ve spor öğretmenlerinin teknolojik pedagojik alan bilgisi öz güvenlerinin genel anlamda yüksek olduğu görülmüştür. 

Keywords

Beden Eğitimi ve Spor Öğretmeni, Uzaktan eğitim, Teknolojik Pedagojik Alan Bilgisi, Covid 19, Physical Education and Sports Teacher, Distance Education, Technological Pedagogical Content Knowledge

References

• Abel, T., & McQueen, D. (2020). The COVID-19 pandemic calls for spatial distancing and social closeness: Not for social distancing!. International journal of public health, 65(3), 231-231. https://doi.org/10.1007/s00038-020-01366-7.
• Acarli, D.S. (2020). Investigation of pre-service biology teachers’ self-confidence concerning technological pedagogical content knowledge with respect to some variables. MIER Journal of Educational Studies Trends &Amp; Practices, 10(1), 47–63. https://doi.org/10.52634/mier/2020/v10/i1/1358
• Akyıldız, S., ve Altun, T. (2018). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin (TPAB) bazı değişkenlere göre incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 318-333.
• Andrade, M.S. (2015). Teaching online: A Theory-based approach to student success. Journal of Education and Training Studies, 3(5), 1-9. http://dx.doi.org/10.11114/jets.v3i5.904.
• Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian journal of management, 13(4), 43-56. http://dx.doi.org/0.17010/pijom%2F2020%2Fv13i4%2F151825
• Akgündüz, D., ve Bağdiken, P. (2018). Fen bilimleri öğretmenlerinin teknolojik pedagojik alan bilgisi özgüven düzeylerinin incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(2), 535-566. https://doi.org/10.17152/gefad.357224
• Balçın, M. D., ve Ergün, A. (2018). Fen bilgisi öğretmen adaylarının sahip oldukları teknolojik pedagojik alan bilgisi (TPAB) özyeterliklerinin belirlenmesi ve çeşitli değişkenlere göre incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (45), 23-47. https://doi.org/10.21764/maeuefd.311316
• Bulut, A. (2012). İlköğretim matematik öğretmen adaylarının geometri konusu ile ilgili algıladıkları teknolojik pedagojik alan bilgilerinin araştırılması. Yayınlanmamış Yüksek Lisans Tezi. Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, İlköğretim Matematik Eğitimi Ana Bilim Dalı
• Can, S., & Kerkez, F. İ. (2022). Beden eğitimi ve spor öğretmenlerinin acil uzaktan öğretim sürecinde web 2.0 araçlarını kullanma düzeyleri. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 16-27. https://doi.org/10.33689/spormetre.1019647
• Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732. https://doi.org/10.1016/j.jsurg.2020.03.018
• Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia education readiness conducting distance learning in Covid-19 pandemic situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491-507. http://dx.doi.org/10.18415/ijmmu.v7i6.1833
• Çar, B., ve Aydos, L. (2020). Beden eğitimi ve spor öğretmenlerinin teknolojik pedagojik alan bilgisi ile ilgili yeterliliklerinin incelenmesi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 25(4), 441-454.
• Daum, D. N., Goad, T., Killian, C. M., & Schoenfeld, A. (2021). How do we do this? Distance learning in physical education—Part 1. Journal of Physical Education, Recreation & Dance, 92(4), 5-10. https://doi.org/10.1080/07303084.2021.1886836
• Farboodi, M., Jarosch, G., & Shimer, R. (2021). Internal and external effects of social distancing in a pandemic. Journal of Economic Theory, 196,1-30, Article 105293. https://doi.org/10.1016/j.jet.2021.105293
• Finkenberg, M. E., Fiorentino, L. H., & Castelli, D. (2005). Creating a virtual gymnasium. Journal of Physical Education, Recreation & Dance, 76(4), 16-18. https://doi.org/10.1080/07303084.2005.10608231
• González-Calvo, G., Barba-Martín, R. A., Bores-García, D., & Hortigüela-Alcalá, D. (2021). The (virtual) teaching of physical education in times of pandemic. European Physical Education Review, 28(1), 205-224. https://doi.org/10.1177/1356336X211031533
• Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. Tech Trends, 53(5), 70-79.
• Göktaş, Z. (2011). Beden eğitimi ve spor öğrencilerinin bilgi ve iletişim teknolojilerine yönelik özgüven algılamaları. Beden Eğitimi ve Spor Bilimleri Dergisi, 5(1), 50-57.
• Harris, J.B., Mishra, P., & Koehler, M.J. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
• Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. https://doi.org/10.1007/s11423-009-9132-y
• Jahrir, A. S., & Tahir, M. (2020). Live broadcast impact in teaching and learning process during Covid-19 pandemic. International Journal of Humanities and Innovation (IJHI), 3(4), 149–152. https://doi.org/10.33750/ijhi.v3i4.99.
• Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India. International journal of current research (IJCR), 12.
• Karadeniz, Ş., & Vatanartiran, S. (2015). Sınıf öğretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesi. İlköğretim Online, 14(3), 1017-1028. https://doi.org/10.17051/io.2015.12578
• Kim, U., Bhullar, N., Debra, J. (2020). Life in the pandemic: Social isolation and mental health. https://onlinelibrary. wiley. com/doi/pdfdirect/10.1111/jocn. 15290. https://doi.org/10.1111/jocn.15290
• Koehler, M., Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
• Koh, J., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563-573. https://doi.org/10.1111/j.1365-2729.2010.00372.x Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 1-13. Article 232. https://doi.org/10.3390/educsci10090232
• Lim, E. C., Oh, V. M., Koh, D. R., & Seet, R. C. (2009). The challenges of “continuing medical education” in a pandemic era. Ann Acad Med Singapore, 38(8), 724-6.
• Macario, E., Benton, L. D., Yuen, J., Torres, M., Macias‐Reynolds, V., Holsclaw, P., & Jones, M. C. (2007). Preparing public health nurses for pandemic influenza through distance learning. Public Health Nursing, 24(1), 66-72.
• McCrory, R. (2008). Science, Technology, and Teaching the Topic-Specific Challenges of TPCK in Science. In. AACTE Committee on Innovation and Technology, Handbook of Technological Pedagogical Content Knowledge (TPCK) For Teaching and Teacher Educators (pp. 193-206). Routledge
• McVicker, D. (2018). How technology changes physical education classes. Retrieved January 11, 2020. https://learn.g2.com/technology-in-physical-education, web adresinden 15 Haziran 2022’de edinilmiştir.
• Mercier, K., Centeio, E., Garn, A., Erwin, H., Marttinen, R., & Foley, J. (2021). Physical education teachers’ experiences with remote instruction during the initial phase of the COVID-19 pandemic. Journal of Teaching in Physical Education, 40(2), 337-342. https://doi.org/10.1123/jtpe.2020-0272
• O’Brien, W., Adamakis, M., O’Brien, N., Onofre, M., Martins, J., Dania, A., & Costa, J. (2020). Implications for European Physical Education Teacher Education during the COVID-19 pandemic: A cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503-522. https://doi.org/10.1080/02619768.2020.1823963
• Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108-121. https://doi.org/10.7176/JEP/11-13-12
• Schmidt, R. A., & Wrisberg, C. A. (2008). Motor learning and performance: A situation-based learning approach. Human kinetics.
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Şad, S. N., Açıkgül, K., ve Delican, K. (2015). Eğitim fakültesi son sınıf öğrencilerinin teknolojik pedagojik alan bilgilerine (TPAB) ilişkin yeterlilik algıları. Journal of Theoretical Educational Science, 8(2), 204-235.
• Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Pearson.
• Timur, B., ve Taşar, M. F. (2011). Teknolojik pedagojik alan bilgisi öz güven ölçeğinin (TPABÖGÖ) Türkçe ’ye uyarlanması. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(2), 839-856.
• Thornburg, R., & Hill, K. (2004). Using internet assesment tools for gealth and physical education instruction. TechTrends, 48(6), 53-70. https://doi.org/10.1007/BF02763585
• UNESCO. (2020). Distance learning strategies inresponse to COVID-19 school closures. https://unesdoc.unesco.org/ark:/48223/pf0000373305 web adresinden 13 Haziran 2022’de edinilmiştir.
• Vilchez, J. A., Kruse, J., Puffer, M., & Dudovitz, R. N. (2021). Teachers and School health leaders' perspectives on distance learning physical education during the COVID‐19 pandemic. Journal of School Health, 91(7), 541-549. https://doi.org/10.1111/josh.13030
• Williamson, B., Eynon, R., Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641