Self-Regulation as a Catalyst for TPACK: A Conceptual Framework for Physical Education Teachers in the Digital Age

Yuanzheng Tan

doi:10.63313/EH.9029

Authors

Yuanzheng Tan Polytechnic University of the Philippines Author

DOI:

https://doi.org/10.63313/EH.9029

Keywords:

Physical Education Teachers, TPACK, Self-Regulation, Private Universities, Conceptual Framework, Digital Transformation

Abstract

In the context of China’s "Education Informatization 2.0" and "Healthy China 2030" strategies, Physical Education (PE) teachers in private universities face increasing demands to integrate digital technologies into their instruction. However, a significant gap remains between the availability of technological tools and their effective pedagogical implementation, suggesting that external resources alone are insufficient to drive instructional innovation. This paper addresses this "knowledge-action" gap by proposing an integrated conceptual framework that positions Self-Regulation (SR) as a critical antecedent to PE teachers’ Technological, Pedagogical, and Content Knowledge (TPACK). Drawing on Zimmerman’s social cognitive theory, we argue that the static possession of digital knowledge is dormant without the active engagement of self-regulatory mechanisms—specifically goal setting, strategy monitoring, and self-reflection. Furthermore, the proposed framework posits that this generative relationship is not uniform but is significantly moderated by demographic factors, including age, teaching experience, and educational attainment. By shifting the analytical focus from external training to internal psychological governance, this study offers a theoretical roadmap for cultivating "instructional agility" in resource-constrained environments. The framework suggests that sustainable professional development in the digital age must prioritize the nurturing of teachers' internal agency alongside technical proficiency.

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