TPACK Competency for Learning Management Among Pre-service Physical Education Teachers

Abstract

This study aimed to examine the components and indicators of Technological Pedagogical Content Knowledge (TPACK) competency for learning management among pre-service physical education teachers. The research was conducted in two phases. In the first phase, the researcher analyzed and synthesized competencies related to the integration of technological, pedagogical, and content knowledge for learning management among pre-service physical education teachers through documentary research based on relevant literature and previous studies. A draft framework of competency components was then developed, followed by the construction of a suitability assessment form using a five-point Likert scale. The content validity of the instrument, evaluated by three experts, yielded an Item-Objective Congruence (IOC) index ranging from 0.67 to 1.00. In the second phase, the appropriateness of the drafted competency components was assessed by 15 experts using a researcher-developed assessment form for the TPACK competency framework for learning management among pre-service physical education teachers. The data were analyzed using mean and standard deviation.

The results of the study were as follows:

1. 1. The components of TPACK competency for learning management among pre-service physical education teachers were categorized into five competencies: 1) competency in knowledge analysis within the TPACK framework, comprising seven indicators; 2) competency in designing physical education learning within the TPACK framework, comprising seven indicators; 3) competency in implementing physical education learning activities within the TPACK framework, comprising seven indicators; 4) competency in the proficient use of technology for physical education learning management within the TPACK framework, comprising nine indicators; and 5) competency in demonstrating ethical conduct in the use of technology for physical education learning management within the TPACK framework, comprising six indicators.


2. 2. The results of the expert evaluation indicated that, overall, the competency framework was rated at the highest level of appropriateness (= 4.82, S.D. = 0.23). All competency indicators exceeded the established criterion of 3.51. When ranked by mean scores in descending order, the competencies were as follows: 1) competency in knowledge analysis within the TPACK framework (= 4.90, S.D. = 0.26); 2) competency in implementing physical education learning activities within the TPACK framework ( = 4.86, S.D. = 0.21); 3) competency in designing physical education learning within the TPACK framework (= 4.83, S.D. = 0.23); 4) competency in demonstrating ethical conduct in the use of technology for physical education learning management within the TPACK framework ( = 4.77, S.D. = 0.31); and 5) competency in the proficient use of technology for physical education learning management within the TPACK framework ( = 4.76, S.D. = 0.28)