Professional development of PE teachers based on technology

Abstract

The view on teacher training in Germany shows that so far little has been done regarding the anchoring of digital education technologies. Dealing with authentic professional tasks and problems raises the need of a deeper exploration of theoretical concepts and didactic models. In this paper a digital learning arrangement is presented which takes the specificity of teacher training in the subject of physical education (PE) into account. With the aim of breaking up prototypical patterns of action and ensuring trans-active knowledge development, it is apparent that the usability of digital learning in particular offers a decisive criterion for quality and acceptance.

Keywords

• blended learning
• physical education (pe)
• vocational competencies
• prototype action structures