A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers
There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote ac...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositorio: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/10688 |
| Acceso en línea: | http://hdl.handle.net/10952/10688 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher education Student-centred approaches Active learning Intrinsic motivation Digital technology |
| Sumario: | There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes (n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile. |
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