Research on TPACK and Teacher Professional Development of Secondary Physical Education Pre-service Teachers

Abstract

The main purpose of this study was to explore the relationships between teachers’ Technological Pedagogical Content Knowledge (TPACK) and their Teacher Professional Development (TPD). A total of 305 secondary physical education pre-service teachers (S-PEPT) participated in this study. In this study, two questionnaires, TPACK and TPD, were used. As a result, the confirmatory factor analysis showed that the two questionnaires used in this study were valid and reliable. In addition, S-PEPT’s TPACK highly correlated with their TPD. Finally, according to path analysis, the result indicated that S-PEPT’s PCK and TCK could significantly predict their TPD. The implication of this study showed that S-PEPT with more knowledge of IT- assisted teaching may therefore increase the IT usage in the classroom, and then have more competencies to face the diverse students and environment of the 21st century.