Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

International Journal of Environmental Research and Public Health · 6 authors, 4 centres

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TL;DR

This qualitative study used grounded theory to explore Chinese preservice physical education teachers' perceptions of social media, identifying three main categories: value, risk, and overall perception. The main limitation is the small sample size of 17 participants, which may limit generalizability, and future research should include larger surveys.

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BACKGROUND

Pre-service physical education teachers commonly use social media, but their perceptions are not well understood, especially in China. This study aims to develop a theoretical model of their perceptions to inform professional development. Methods: Qualitative data were collected from 17 Chinese preservice physical education teachers through semi-structured interviews, analyzed using grounded theory with ROST CM and NVivo 12. The analysis involved open, axial, and selective coding. Key Results: The perception model consists of three main categories: Value Perception (including information, interaction, and intelligent function), Risk Perception (psychological, information, and privacy risks), and Overall Perception (media interface, basic elements, current status, and development trends). This model is based on 10 sub-categories, 70 concepts, and 307 labels. Limitations: The study has a small sample size of 17 participants, which may limit generalizability. Implications: The findings provide a theoretical framework for understanding social media perceptions among preservice physical education teachers, which can guide educators in promoting appropriate use. However, validation through larger surveys and diverse groups is needed.

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research methods

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ORIGINAL PAPER

PMC10001677

Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

International Journal of Environmental Research and Public Health

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ABSTRACT

(1) Background: Pre-service physical education teachers commonly embrace social media for multiple purposes. However, little is known about their perception of social media, which could affect the appropriate use of social media in their future professional work. This study aims to explore a theoretical model of how pre-service physical education teachers perceive social media in order to provide a basis for educators to guide their appropriate use of social media. (2) Methods: Qualitative data were collected in diverse ways, mainly from interviews. Seventeen Chinese preservice physical education teachers were selected as participants by a purposive sampling technique. The interview questions focused on participants’ motivation, expectations, and experiences in social media usage. Grounded theory was used to analyze the data by ROST CM and Nvivo 12. (3) Results: The perception of social media among teachers includes three subsidiary categories made up of 10 sub-categories, 70 concepts, and 307 labels. The three categories are (a) value perception, including the perspective of intelligent function, interaction, and rich information, (b) risk perception, involving psychological risk, information risk and privacy risk and (c) overall perception, like development trends, current status and basic elements. (4) Conclusions: Chinese preservice physical education teachers perceive social media as having similarities and differences compared to other countries. Future research should consider a large sample survey to revise and verify the initial exploration of perception and study diverse groups of teachers’ perceptions of social media.

CITATION EXPORT

Yue Xu, Zhihua Yin, Haohui Liu et al.. Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach. International Journal of Environmental Research and Public Health. (2023). https://doi.org/10.3390/ijerph20053886

AUTHORS

6 · 4 CENTRES

Yue Xu, Zhihua Yin, Haohui Liu, Mingzhu Sun, Zhen Guo, Bo Liu

1Department of Physical Education and Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland
2College of Physical Education and Health, East China Normal University, Shanghai 200241, China
3Department of Physical Education Teaching, Shanghai University of Engineering Science, Shanghai 201620, China
4Division of Sports Science and Physical Education, Tsinghua University, Beijing 100084, China

EDITOR / REVIEWER

Paul B. Tchounwou