Content Acquisition Podcasts and Preservice Physical Educators' Knowledge and Self-Efficacy toward Teaching Students with Visual Impairments

Autor/inn/en	McNamara, Scott W. T.; Brian, Ali; Bittner, Melissa
Titel	Content Acquisition Podcasts and Preservice Physical Educators' Knowledge and Self-Efficacy toward Teaching Students with Visual Impairments
Quelle	In: Journal of Teaching in Physical Education, 41 (2022) 3, S.356-363 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Handheld Devices; Audio Equipment; Preservice Teachers; Physical Education Teachers; Knowledge Level; Self Efficacy; Students with Disabilities; Visual Impairments; Adapted Physical Education + Suchen Sie Ihr Suchwort? Audio-CD; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung
Abstract	Identifying tools to reinforce content on teaching children with visual impairments (VI) is needed to better inform future physical educators as children with VI often have poor physical education (PE) experiences. Content acquisition podcasts (CAPs), podcasts created with instructional design principles and expert-developed content, may provide preservice PE teachers with knowledge and confidence needed to properly teach children with VI. The purpose of this investigation was to compare knowledge and self-efficacy differences from pre- to postintervention among a control group, a textbook chapter group, and a CAPs group. A knowledge and self-efficacy assessment was developed through a modified Delphi method. The CAPs participants showed significantly higher knowledge gains compared with other groups. The CAPs group revealed significantly higher self-efficacy gain when compared with the control but did not significantly differ from one another. The textbook group did not significantly differ from the control group. Implications for future research and suggestions for practitioners are discussed. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01