Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies
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 Informat...
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| Language: | English |
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Atatürk University
2025-06-01
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| Series: | Educational Academic Research |
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| Online Access: | https://dergipark.org.tr/en/download/article-file/4090352 |
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| author | Huzeyfe Yalçın Mehmet İmamoğlu |
| author_facet | Huzeyfe Yalçın Mehmet İmamoğlu |
| author_sort | Huzeyfe Yalçın |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-4edf965bfaae40ca98cb0a82c0d9e044 |
| institution | OA Journals |
| issn | 2822-3535 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Atatürk University |
| record_format | Article |
| series | Educational Academic Research |
| spelling | doaj-art-4edf965bfaae40ca98cb0a82c0d9e0442025-08-20T02:24:23ZengAtatürk UniversityEducational Academic Research2822-35352025-06-0157142210.33418/education.152074555Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher CompetenciesHuzeyfe Yalçın0https://orcid.org/0000-0003-2816-5774Mehmet İmamoğlu1https://orcid.org/0000-0001-9820-106XSİNOP ÜNİVERSİTESİ, LİSANSÜSTÜ EĞİTİM ENSTİTÜSÜSİNOP ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ, SPOR YÖNETİCİLİĞİ BÖLÜMÜ, SPOR YÖNETİM BİLİMLERİ ANABİLİM DALIThis 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.https://dergipark.org.tr/en/download/article-file/4090352educationinnovationpedagogyteachingtechnologyeğitimöğretimpedagojiteknolojiyenilik |
| spellingShingle | Huzeyfe Yalçın Mehmet İmamoğlu Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies Educational Academic Research education innovation pedagogy teaching technology eğitim öğretim pedagoji teknoloji yenilik |
| title | Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies |
| title_full | Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies |
| title_fullStr | Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies |
| title_full_unstemmed | Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies |
| title_short | Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies |
| title_sort | innovativeness and technological pedagogical content knowledge in physical education a study of teacher competencies |
| topic | education innovation pedagogy teaching technology eğitim öğretim pedagoji teknoloji yenilik |
| url | https://dergipark.org.tr/en/download/article-file/4090352 |
| work_keys_str_mv | AT huzeyfeyalcın innovativenessandtechnologicalpedagogicalcontentknowledgeinphysicaleducationastudyofteachercompetencies AT mehmetimamoglu innovativenessandtechnologicalpedagogicalcontentknowledgeinphysicaleducationastudyofteachercompetencies |