Associations Between Technology Use, Knowledge and Inclusive Physical Education Teacher-Efficacy Among European Primary School Teachers

Abstract

Across many countries, an increasing number of schools include children with and without disabilities in the same environment, learning in the same class which can be challenging for primary school teachers when teaching physical education (PE). The purpose of this study was to investigate the use of technology for inclusive PE by primary school teachers in Northern European countries. A convenience sample of primary school teachers was asked to complete an online survey with measures on (technological pedagogical and content knowledge, PE version (TPACK-21-PE), inclusive PE teacher efficacy, and the use of technology for teaching. Mediation analyses were conducted to explore TPACK-21-PE on the association between technology use and teacher efficacy. Teachers in general (n = 119) and special education classes or schools (SECS; n = 90) responded to the survey, with the most common technologies including videos and integration into PE. Teachers in general schools reported more use of technology and had a higher TPACK-21-PE score than SECS teachers. Teacher efficacy was highest for students with intellectual disabilities and lowest with visual impairments and was highest among SECS teachers. TPACK-21-PE mediated teacher-efficacy for all three types of students, but negatively for TPK for students with physical disabilities. This study has highlighted the important role of building pedagogical competencies in teachers using technology in PE. More training is needed to build on this knowledge so that technology can enhance teachers' abilities, and thus the learning outcomes of students in their class, particularly for children with disabilities.