The Use of ICT in the Teaching and Learning of Physical Education in Compulsory Education: How Do We Prepare the Workforce of the Future?

Autor/inn/en	Tearle, Penni; Golder, Gill
Titel	The Use of ICT in the Teaching and Learning of Physical Education in Compulsory Education: How Do We Prepare the Workforce of the Future?
Quelle	In: European Journal of Teacher Education, 31 (2008) 1, S.55-72 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Physical Education; Compulsory Education; Physical Education Teachers; Research Reports; Technology Uses in Education; Foreign Countries; Technology Integration; Program Attitudes; Educational Assessment; Educational Indicators; Trainees; Secondary School Curriculum; Questionnaires + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Schulpflicht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Research report; Forschungsbericht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Auszubildender; Weibliche Auszubildende; Fragebogen
Abstract	This paper reports on research into the use of ICT within a one-year initial teacher education (ITE) course in the UK, specialising in physical education (PE). The study examined how the course, which operates in both university and school-based settings, endeavoured to support trainees' use of ICT in PE and then to identify areas where the programme could be improved in this respect. It also noted any specific training or resourcing needs which may be required to implement the recommended improvements. The findings showed the high level of enthusiasm of the trainees, university tutors and school-based PE teachers for making more use of ICT in teaching and learning PE, and their willingness to make changes in their practice to accommodate this. It also revealed a severe shortage of subject-specific professional development, and a widespread lack of understanding of needs, which was felt to have contributed to the lack of relevant ICT resources to which most school PE departments had access. (Contains 1 figure, 3 tables, and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10