Pre-service teachers’ perceptions of Twitter for Health and Physical Education teacher education: A self-determination theoretical approach

Brendon Hyndman, Stephen Harvey

Research output: Contribution to journalArticle

Abstract

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education (HPETE). The aim of this study was to investigate preservice teachers’ (PSTs) perceptions of the value of using Twitter for HPETE. Method: PSTs completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software (CAQDAS), aligned to self-determination theory. Results: Twitter had perceived value for the 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 HPETE providers on how digital learning via Twitter can meet PSTs’ learning needs.
Original languageEnglish
Pages (from-to)Accepted; In Press
JournalJournal of Teaching in Physical Education
Publication statusAccepted/In press - Oct 2020

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