ERIC Number: EJ1346034
Record Type: Journal
Publication Date: 2022-Jul
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0273-5024
EISSN: EISSN-1543-2769
Content Acquisition Podcasts and Preservice Physical Educators' Knowledge and Self-Efficacy toward Teaching Students with Visual Impairments
McNamara, Scott W. T.; Brian, Ali; Bittner, Melissa
Journal of Teaching in Physical Education, v41 n3 p356-363 Jul 2022
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.
Descriptors: Handheld Devices, Audio Equipment, Preservice Teachers, Physical Education Teachers, Knowledge Level, Self Efficacy, Students with Disabilities, Visual Impairments, Adapted Physical Education
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A