TPACK in Physical Education: the perception of students vs university teachers

Abstract

In the university environment, the integration of new technologies requires the generation of new resources and innovative ways of teaching. The TPACK (Technological, Pedagogical Content Knowledge) model establishes the types of knowledge necessary for the effective integration of technology. The main objective of this study was to compare university teachers' self-perception of their TPACK with the students' perception of their teachers' TPACK during the teaching process. A total of 191 university students from the Degree in Physical Activity and Sport Sciences and Physical Education who received classes with the 21 teachers surveyed took part in the study. The Spanish version of the TPACK questionnaire for Physical Education teachers was applied to the teaching staff and 16 of its items were selected for the students. A descriptive analysis of the data on both student perception and teacher self-perception was carried out and significant differences between the two were analysed. The results show that the teachers' self-perception is higher than the students' perception and that there are significant differences in the pedagogical knowledge of the content (PK+PCK). The results show the need to complement the teachers' self-perception with the students' perception.