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