Initial teacher educators’ integrating iPads into their physical education teaching

Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher education has been heightened exponentially during the COVID-19 pandemic. Purpose: Challenged by the argument around the concept of ‘blended’ being ill defined, and also given the lack of practical ‘blended’ experiences in physical education teacher education (PETE), this paper aims to explore physical education teacher educators’ and pre-service teachers’ (PSTs’) enactment and experiences of an integrated approach to blended learning. Method: Three physical education teacher educators and two classes of physical education PSTs participated. The integrated blended approach was designed through a block structure which allowed intended outcomes, teaching and learning activities and assessment tasks to be aligned and interconnected. Data collection occurred over two academic years for the same three physical education teacher educators and two different cohorts of PSTs. Focus groups interviews were conducted with the three teacher educators and a voluntary sample of PSTs. PSTs’ learning blogs were also analysed. Results: Findings were presented in three categories: Development of strong building blocks; Blended learning ‘releases the teaching and learning from the grips of the lecturer’; and Assessment in a blended (and non-blended) environment. We attempted to go beyond the binary humanist assumption about blended learning by designing an integrated approach with a clear but flexible structure. That is, with an organic alignment and purposeful integration of all its instructional components. Conclusions: When introducing blended learning in a (physical education) teacher education programme, we suggest designing an aligned and integrated approach structured in blocks, where all instructional components are interconnected and informing each other, enhancing prior knowledge. Given the growing role of digital technology for teaching and learning in educational policies and new PETE curricula, we advocate for the publication of more research-based experiences on blended learning in PETE programmes that might be replicated in other PETE programmes. This would encourage colleagues to explore the implications of digital technology and learn from other PETE contexts and also the sustainability of digital technology as an established mode of delivery.

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level.

The study assessed the pedagogical content knowledge of preservice teachers in Physical Education at the Colleges of Education in Ghana. The descriptive survey design was employed to conduct the study. One hundred and eighty (180) final year students were randomly selected for the study. A questionnaire was used to collect the data for the study. Data were analyzed using frequencies and percentages. The results indicated that pre-service teachers at the colleges received sufficient instructions in physical education about the subject matter and general pedagogical practices to enable them teach the content of instruction effectively to enhance positive learning outcomes in their students. Also, preservice teachers acquired adequate knowledge about their learners and their characteristics to make them effective teachers in Physical Education. Thus, the teacher education division must keep to, monitor and supervise the present syllabus being used by the Colleges of Education since the pre-service teachers in this study have proved that they received sufficient instructions to make them effective teachers in Physical Education.

Background: In the physical education (PE) domain, teachers are given the freedom to make important educational decisions. Because of the common assumption that the decisions teachers make are based on a set of educational perspectives, a considerable number of studies have addressed the importance of studying the thinking and beliefs of PE teachers on teaching. However, it is revealed that only a limited amount of works on the perspective or teaching beliefs of pre-service PE teachers has been conducted.Chinese context: In 2002, comprehensive PE curriculum reform was conducted in China. The reform focused on the evolution of PE from sport skill-related objectives to fitness, health, cognitive, and affective outcomes. Many local Chinese studies suggest that the teaching perspectives of PE teachers should be aligned with these new objectives to implement the new PE curriculum effectively. However, evidence-based studies on the teaching perspectives of Chinese PE teachers are lacking.Purpose: This study focuses on PE teacher education (PETE) students in Shanghai, China and has the following aims: (i) to examine the teaching perspectives of PETE students, (ii) to explore the differences in teaching perspectives based on demographic differences (i.e. gender, year in school, participation in a teaching practicum), and (iii) to examine the correlations among five teaching perspectives of PETE students.Method: A survey-based study design was employed. The participants were 349 PETE students (185 males, 164 females) from two universities in Shanghai China. The Teaching Perspective Inventory was adopted to assess five teaching perspectives of PETE students. Surveys were distributed by PE faculty in each of their classes in the two universities. Descriptive statistics were used to describe five teaching perspectives and teaching beliefs of PETE students (what they believe about instructing or teaching), intentions (what they try to accomplish), and their action (what they do within their classrooms). Multivariate analysis of variance (MANOVA) was performed to examine the main effects of PETE student demographics on their teaching perspectives. A bivariate correlational procedure was used to test the relationships among five teaching perspectives.Findings: PETE students clearly exhibited a common pattern of a single dominant teaching perspective. They highlighted the importance of the subject matter, but focused less on changes in society and learner's thinking. These findings are incongruent with recent trends and innovation in the Chinese PE curriculum. Furthermore, the findings indicate significant differences in some perspectives by gender and years in school. However, no significant effects on field-based practicum experience were observed. Finally, significant positive correlations were observed among most of the five teaching perspectives, which indicate that a comprehensive consideration of the five perspectives in the teacher education program is necessary.

The objective of this chapter is to describe a case study of an educational technology course that uses subject-specific contexts to address preservice teachers’ development of TPACK. Many have indicated that in order for technology knowledge to be transferred to the classroom, teachers need to find the knowledge being taught relevant to their future classrooms. This course uses various workouts and cases to develop preservice teachers’ technology abilities within the context of their future classrooms. Through these activities, preservice teachers showed improvement in technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical and content knowledge (TPACK). Recommendations are made to other teacher educators on how to apply such principles within their own educational technology courses.

The terminology "assistive technology" (AT) refers to the apparatus, devices, and equipment and the systems, services, adaptations, and processes employed by persons with special needs to support and facilitate their learning needs. Therefore, integrating AT facilities into physical education (PE) could equip special-needs learners with the skills to enhance their physical fitness and well-being, thereby rewarding their educational requirements. However, the adoption of assistive technology is not prevalent in special-needs schools despite the requirement by the Individuals with Disabilities Education Improvement Act (IDEIA). Consequently, learners with disabilities tend to lag behind in physical fitness in comparison to their unchallenged peers. The study incorporates quantitative research supplemented by qualitative methods to appraise the factors and processes that pre-service teachers of learners with disabilities consider, adopt, and utilize when integrating assistive technology in adapted physical education to meet their learners' needs. Additionally, the study evaluates assistive technology skills and knowledge levels among pre-service teachers to determine their adoption levels. Precisely, the study provides an overview of the different kinds of assistive technology facilities available in the Republic of Kenya for special-needs schools, as well as the modalities of their usage. Furthermore, the study assesses the pre-service teachers' perceptions regarding AT in adaptive PE and their tutors' adaptations in utilizing AT when teaching the adapted physical education curriculum. Using the Theory of Normalization, Technology Acceptance Model, and Diffusion of Innovation Theory as its pedagogical frameworks. To this end, the researcher employed the Descriptive Survey Design when collecting data from 395 pre-service teachers, 21 tutors, and 3 departmental heads in three public teacher-training colleges (TTC) with a special-needs curriculum. Additionally, the researcher embraced both probability and non-probability sampling designs to come up with the study sample of 419 respondents. The researcher collected data through a survey using self-reporting questionnaires, observations, interviews, and group discussions. The study included a pilot program for assessing the validity and reliability of the collected data. The Researcher's observations included facilities, assistive technology equipment, lessons, document review, and personal experiences relating to the research questions. The researcher then transcribed, categorized, and organized the qualitative data into themes, which she presented as narratives. Regarding quantitative data collected, the researcher used Statistical Package for Social Science (SPSS) to generate descriptive statistics, including the mean and standard deviation and inferential statistics, including the model R2, ANOVA statistics, and chi-square tests presented in frequency distribution tables. The researcher embraced the model R2 to establish the correlation between pre-service teachers' level of training or professional development and implementation of assistive technology in adapted physical education preparedness. Additionally, using the same R2, the researcher attempts to establish the correlation between pre-service teachers' attitudes and perceptions towards assistive technology and assistive technology adoption in special needs learners' physical activities preparedness. From the analysis of the qualitative data, eight themes emerged. The themes include categories of assistive technology used in special education, levels of knowledge and skills in using AT in adapted physical education (APE), benefits of AT in special needs education, and barriers in AT awareness among teacher trainees. Other themes comprise the adoption and implementation of the various AT models by PE teachers, resource limitations in AT application in special needs education (SNE), medical and social models' influence on technology implementation in special education, and limited awareness of AT laws. In this regard, this study establishes a significant correlation between successful pre-service teachers' preparedness in APE instructions and teacher trainees' perceptions and attitudes toward AT adoptions. Other independent variables such as tutors' experiences and training levels in AT devices' usage, the availability of the AT facilities within the teacher training colleges, as well as the degree to which a TTC utilizes its AT-trained tutors in teaching the pre-service teachers' AT equipment usage also correlated significantly with successful APE instructions. Thus, the study concludes that learners' perceptions, teachers' attitudes, and institutional environment significantly influence the preparedness of the pre-service teachers in applying AT devices in APE learning in the teacher training colleges in Kenya. Ironically, the study finds that a lack of adequate skills and awareness about AT devices and their usage in APE programs among the teachers training colleges' tutors significantly impeded the preparedness of the pre-service teachers on APE in the randomly sampled colleges. Additionally, the study finds that engaging the various AT frameworks in the PE lessons of pupils with special needs positively influences the learning processes of special-needs learners. Subsequently, the study recommends that the Ministry of Education (MoE) and other education stakeholders support TTC in acquiring adequate AT facilities for the pre-service teachers to allow them to embrace AT in APE because support by the relevant government agencies would enhance the quality application of the knowledge and skills learned for onward transfer to professional practice.

Background In the last 40 years, physical education (PE) scholars have developed an array of approaches for teaching games. This development is positive in that PE professionals now have a wealth of practically-oriented scholarship to help them teach games. Yet the widespread availability of prescriptions for teaching games potentially reduces both the need and opportunity for teachers to exercise their practical judgement when working with games. Aim The specific aim of the current investigation is to develop an understanding of how physical education teacher education (PETE) provides preservice teachers with opportunities to develop practical judgement with respect to games teaching in one course. Theoretical framework We rely on Joseph Dunne's (Dunne, Joseph. 1997. Back to the Rough Ground: Practical Judgment and the Lure of Technique. Notre Dame, IN: University of Notre Dame Pess; Dunne, Joseph. 2005. “An intricate fabric: Understanding the rationality of practice.” Pedagogy, Culture & Society 13 (3): 367–390) notion of practical judgement. Practical judgement refers to the knowledge individuals use in complex and dynamic situations, where they need to find resonance between general principles relevant to a practice and the particular characteristics of the situation they are dealing with. Methods Nine practical PETE lessons focusing on games were observed over a period of three weeks at one university in Sweden. Three three-hour lessons took place once with approximately 44 students. Three two-hour lessons took place twice (i.e. six times in total), each time with half the student cohort. Video data were produced by one researcher. The researcher alternated between active participation and passive participation in the lessons. Findings The PETE lessons provided the preservice teachers with four different types of opportunities to exercise their practical judgement: (1) opportunities to judge how principles of games teaching would operate in school contexts; (2) opportunities to compare different approaches and content against one another; (3) opportunities to consider the teacher educator's pedagogical decisions; and (4) opportunities for preservice teachers to take on teaching roles. Discussion We suggest that problematic situations where different interests compete and where deliberation is necessary, are valuable in PETE contexts. We also propose that providing space for preservice teachers to exercise their practical judgement may mean that they make loosely informed decisions. The investigation thus provides insights into a common trend seen in games scholarship. Impact statement This case study reminds physical educators of the importance of working reflectively when teaching games. In the context of a long-standing debate about effective ways to teach games, the paper provides physical education teacher educators with concrete examples of how an expert games educator encouraged the preservice teachers in his course to use their practical judgement.

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

Todays’ teacher education needs to provide pre-service teachers with readiness to integrate ICT in education. Teacher educators are expected to serve as role models for pre-service teachers, providing them with examples and meaningful experiences of learning with ICT. The aim of this study is to provide an insight into teacher educators’ and pre-service teachers’ confidence toward using ICT in education. In this study, both groups assessed their Technological Pedagogical Knowledge (TPK). The aim was to study the possible differences between teacher educators’ and pre-service teachers’ TPK assessments, and based on their assessments, to provide insights into teacher educators’ readiness to act as role models for pre-service teachers. The participants of the study were 123 pre-service teachers and 83 teacher educators. The results indicate that the assessments of teacher educators were higher than pre-service teachers’ assessments at the sample level. The results also indicate that pre-service teachers and teacher educators can both be divided into two aligning sub-groups, with higher and lower assessments. However, the comparison of these sub-groups showed that the assessments of the pre-service teachers in the higher sub-group were higher than with the assessments of the teacher educators in the lower (modest) sub-group. This study provides evidence for variation among teacher educators and pre-service teachers in terms of their TPK. This implies a need for more tailored ways to develop TPK in teacher education.

<span>The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p<0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p<0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended.</span>

Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers’ prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study enquired into the following question: What discourses of resistance can be identified in PE pre-service teachers’ written reflections on the challenges of inclusion and the need for changed pedagogical practices in PE? The sample in this qualitative research comprised 11 PE pre-service teachers enrolled in a general teacher education programme, and the analytical approach involved textual analysis of reflection notes written by the pre-service teachers. The findings highlighted two discourses of inclusion (‘More gender inclusive PE is needed’, and ‘PE practices must embrace diversity’) and two discourses of resistance (‘Resistance to PE transformation’, and ‘Resistance to gender diversity in PE’). Drawing on discourses such as the assertion that education is better suited for girls, the students expressed resistance towards accommodating girls’ need in PE, with the use of interpretive repertoires such as ‘gender differences are natural and inevitable’ or ‘boys need PE because girls do better in other subjects’. Secondly, referring to discursive understandings of a general openness towards gender diversity in society, they exhibited resistance against breaking the gender binary in PE in fear of confusing vulnerable youth. Thus, although the pre-service teachers challenged how gender is reproduced through PE practice, their perspectives remained within a cis-normative frame of reference. We argue that with increased understanding of how pre-service teachers rehearse and reproduce interpretative repertoires in their written assignments, teacher educators are better equipped to help students develop their critical thoughts and arguments.

Problem statement: To be an accredited teacher education program, physical education teacher education (PETE) programs must fulfill the national standards established by the National Association for Sport and Physical Education (NASPE). In order to meet the standards, a PETE program needs to have the cooperation of the following three levels of instructors: Specialist Teachers (STs), Inservice Teachers (ITs) and Preservice Teachers (PTs). The STs are those who teach at colleges or universities, possess advanced degrees with full/associate/assistant professor titles and teach theoretical and skill courses. They participate in the academic activities of the PETE program; for instance, they serve as academic advisors and instructors of the PTs. The ITs are those who possess teacher certificates, bachelor or higher degrees and currently teach physical education/activity classes at middle/high schools. They also participate in the academic activities; for example, they serve as cooperating teachers providing guidelines and supports for the PTs. The PTs were college students who were studying in a PETE program. They intended to become PE teachers at K-12 school levels. They must complete the student teaching requirements at primary and secondary school class settings in order to graduate from colleges or universities. Approach: The purpose of this study was to examine the differences and similarities of Teaching Behaviors (TB) and Learning Activities (LA) in Physical Education (PE) class settings taught by the three different levels of teachers. Participants were 45 PE teachers from the three levels and their students from a university and three high schools in an urban city of the United States. A total of 90 lessons taught by the three levels of teachers were videotaped and coded using the Direct Instruction Behavior Analysis (DIBA) system. Results: Findings of the one-way independent group ANOVA revealed that eight out of 13 variables were significantly different (p<0.05) among the three levels of teachers with respect to the TB and LA exhibited by the participants as: Informing, F = 3.541, Preservice Teachers (PTs) > Inservice Teachers (ITs) > Specialist Teachers (STs); Praise/Encouragement, F = 14.422, PTs > STs > ITs; Feedback, F = 15.036, STs > ITs > PTs; Controlling, F = 8.997, PTs > ITs > STs; None of the Above, F = 17.313, ITs > STs > PTs; Motor-Engaged, F = 5.043, ITs > PTs > STs; Cognitive-Engaged, F = 6.049, STs > PTs > ITs; and Waiting for a Turn, F = 4.890, ITs > PTs > STs. No significant (p>0.05) differences were found on the following five variables among the three levels of teachers: Observing, structuring, questioning, preparing and get equipment/relocation. Conclusion: In conclusion, the STs appear to use more Feedback TB than the ITs and PTs and the students taught by the STs tend to engage more cognitive activities. The PTs appear to utilize more informing, praise/encouragement and controlling TB than the ITs and STs. Students taught by the ITs tend to have more Motor-Engaged and Waiting for a Turn activities than students taught by the STs and PTs. The ITs appear to utilize more None of the Above behaviors than the STs and PTs. The teachers of the three levels tend to use the behaviors of observing, structuring and questioning in a similar manner. The results of the present study facilitate the establishment of a new set of data in TB and LA for collegiate, high school and preservice teachers to modify and improve their instructions in PE class settings.

Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students ( n = 68). Results: Sixty-eight values were identified: respect ( n = 47), honesty/integrity ( n = 23) and courage/perseverance/determination ( n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.

Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aims to contribute to the existing literature by examining how online lectures during a pandemic influence the TPACK of pre-service teachers. The study involves assessing the TPACK of 129 pre-service teachers who participated in both online lectures and offline Field Introduction of School activities. A sample of 39 students was selected using stratified random sampling. Data collection instruments included a self-assessment questionnaire, three open-ended questions answered by students, and performance assessments completed by tutors. Despite the challenges posed by online lectures during the pandemic, students demonstrated a good overall proficiency in TPACK, with Technological Knowledge (TK) exhibiting the highest achievement. However, other dimensions of TPACK showed weaker performance, likely due to obstacles encountered during online learning, such as difficulties in delivering material and engaging in online microteaching practices.

The goal of physical education (PE) is to increase student confidence, competence, and motivation to lead physically active lifestyles. Research has shown that physical education teacher education (PETE) students tend to be sexist, elitist and unsympathetic towards social issues. Currently, a gap in culturally responsive and socially just forms of PE that bring attention to racism, colonialism, sexism, heteronormativity, and other social issues requires greater acknowledgement from researchers. OBJECTIVES: The purpose of this study is to (1) better understand how PETE students might be engaged to take on a critical agenda that would increase their willingness to teach in culturally responsive ways, and (2) engage in more socially just forms of PE. METHODS: Using autobiographical narrative inquiry, three students confront and explain their reactions to dominant discourses that have shaped their identities and think critically about how their own experiences may be different than the students who will be in their future classes. The study uses narrative inquiry methodology to engage with the individual and shared experiences of participants. Drawing on three preservice teachers’ narratives, the author illustrates how a different starting point in teacher education may enrich and shape beginning PE teachers’ capacity to teach in socially just ways. RESULTS: The participant accounts challenge the work of those critics who have long assumed that critical pedagogies are most appropriate for teaching preservice teachers about matters of social justice. The finding that these preservice teachers are capable of understanding and engaging in social justice issues despite social privilege should be of interest to teacher educators because it constitutes a call for change. CONCLUSION: This method of inquiry allows for the examination of tensions and shifting identities that are lived by preservice teachers impacting their conceptions of teaching and learning.