Start Date
17-6-2025 12:30 PM
End Date
17-6-2025 2:00 PM
Abstract
Introduction:
Technological Pedagogical Content Knowledge (TPACK) reflects teachers’ ability to integrate technology into education. Physical education, as a practice-focused discipline, faces unique challenges in the digital era. Collaborative Research Communities (CRCs) unite universities, researchers, and teachers to promote professional growth through seminars, lesson analysis, and training. This study explores CRCs’ impact on physical education teachers’ TPACK using 2021–2024 data.
Methods:
This quantitative study utilized a standardized TPACK questionnaire to collect data from 800 physical education teachers between 2021 and 2024. The survey assessed seven TPACK dimensions, including Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPACK). Descriptive statistics and t-tests evaluated annual trends and CRCs’ long-term effects on TPACK development.
Results:
CRCs significantly enhanced teachers’ TPACK. In the TPACK dimension, scores rose from 3.42±0.16 in 2021 to 3.49±0.13 in 2024 (T=2.145, p=0.032). In the TPK dimension, scores increased from 3.31±0.14 to 3.44±0.12 (T=3.452, p=0.001). Although overall capability improved, certain dimensions, such as PCK, exhibited fluctuations, requiring continued focus on targeted optimization.
结论：
CRC 有效地增强了教师的 TPACK，尤其是在个性化和体验式学习方面。各个维度的差异表明需要有针对性的干预措施来维持增长。这些发现为利用技术促进全纳教育提供了宝贵的见解。
Recommended Citation
Meng, Xiang; Zhu, Yangming; and Wang, XiaoZan, "The Positive Impact of Collaborative Research Communities on Physical Education Teachers’ TPACK" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 52.
https://sword.mtu.ie/isapa/2025/day2/52
The Positive Impact of Collaborative Research Communities on Physical Education Teachers’ TPACK
Introduction:
Technological Pedagogical Content Knowledge (TPACK) reflects teachers’ ability to integrate technology into education. Physical education, as a practice-focused discipline, faces unique challenges in the digital era. Collaborative Research Communities (CRCs) unite universities, researchers, and teachers to promote professional growth through seminars, lesson analysis, and training. This study explores CRCs’ impact on physical education teachers’ TPACK using 2021–2024 data.
Methods:
This quantitative study utilized a standardized TPACK questionnaire to collect data from 800 physical education teachers between 2021 and 2024. The survey assessed seven TPACK dimensions, including Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPACK). Descriptive statistics and t-tests evaluated annual trends and CRCs’ long-term effects on TPACK development.
Results:
CRCs significantly enhanced teachers’ TPACK. In the TPACK dimension, scores rose from 3.42±0.16 in 2021 to 3.49±0.13 in 2024 (T=2.145, p=0.032). In the TPK dimension, scores increased from 3.31±0.14 to 3.44±0.12 (T=3.452, p=0.001). Although overall capability improved, certain dimensions, such as PCK, exhibited fluctuations, requiring continued focus on targeted optimization.
结论：
CRC 有效地增强了教师的 TPACK，尤其是在个性化和体验式学习方面。各个维度的差异表明需要有针对性的干预措施来维持增长。这些发现为利用技术促进全纳教育提供了宝贵的见解。