Chapter 6: Preservice teachers’ perceptions of Twitter for health and physical education teacher education: A self-determination theoretical approach

Brendon Hyndman, Stephen Harvey

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. 
Methods: Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. 
Results: Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development,latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). 
Discussion/Conclusions: The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs
Original languageEnglish
Pages (from-to)472-480
Number of pages10
JournalJournal of Teaching in Physical Education
Volume39
Issue number4
DOIs
Publication statusPublished - Oct 2020

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