Physical education experiences of candidate classroom teachers and transformation of their perspectives through reflective teaching practices<p>Aday sınıf öğretmenlerinin beden eğitimi deneyimleri ve yansıtıcı öğretim uygulamaları yoluyla bakış açılarının dönüşümü
Keywords:
Candidate classroom teacher, physical education, experience, perspective, teacher eduation, aday sınıf öğretmeni, beden eğitimi, deneyim, bakış açısı, öğretmen eğitimiAbstract
The aim of this study is to examine physical education experiences of candidate classroom teachers and the transformation of their perspectives along with the reflective teaching practices in courses. Qualitative case study approach was used in this study. Eight women candidate classroom teachers who were in the second year of their undergraduate studies at Ankara University Faculty of Education participated in the study. Criterion sampling was used during the selection of students. The data was collected by means of focus group interviews, observation, reflective diary and videos. Content analysis method was used in the analysis of the data. Results that under the categories of past experiences and reflections and practices and tranformation were interpreted under themes that “Is it a physical education lesson?”, “exceptions do not break the rule”, “it could have been more different” and “physical education was a lesson”. According to the obtained findings, candidate teachers have experiences during school years such as empty passing of physical education lessons, processing of different courses instead of physical education lessons, playing free games. In parallel with these experiences, teacher candidates have been expressed their future plans for this lesson as releasing and playing funny games before practicing. In addition to positive developments in teaching with reflection practices it emerges from their views that perception of free lesson of candidate teachers has changed. This study has revealed that past physical education lessons have a very important place in shaping the perspectives of candidate classroom teachers and that the teaching practices are significant in the transformation process of these perspectives.
Extended English abstract is in the end of PDF (TURKISH) file.
Özet
Çalışmanın amacı aday sınıf öğretmenlerinin geçmiş beden eğitimi deneyimlerini ve öğretim uygulaması deneyimi ile birlikte bakış açılarının dönüşümünü keşfetmektir. Çalışmada nitel durum çalışması yaklaşımı kullanılmıştır. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Sınıf Öğretmenliği ikinci sınıfta okuyan sekiz kadın öğretmen adayı çalışmaya katılmıştır. Veriler odak grup görüşmeleri, gözlem, yansıtıcı günlükler ve kamera kayıtları ile toplanmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Sınıf öğretmeni adaylarının beden eğitimi dersi ile ilgili geçmiş deneyimleri “Geçmiş Deneyimler ve Yansımalar” kategorisi altında, uygulamalar sonrası değişim ise “Uygulamalar ve Dönüşüm kategorisi altında sunulmuştur. Geçmiş deneyimler ve yansımalar kategorisindeki bulgular “beden eğitimi bir ders mi?”, “istisnalar kaideyi bozmaz?”, “daha farklı olabilirdi” temaları altında, uygulamalar ve dönüşüm kategorisi altında ise bulgular “beden eğitimi bir dersmiş” teması altında yorumlanmıştır. Elde edilen bulgulara göre öğretmen adayları okul yıllarında beden eğitimi derslerinin boş geçmesi, yerine farklı derslerin işlenmesi, serbest oyunların oynanması gibi deneyimlere sahiptir. Bu deneyimlere paralel olarak öğretmen adayları uygulama yapmadan once bu derse dair gelecek planlarını serbest bırakma, eğlenceli oyunlar oynatma olarak ifade etmişlerdir. Yansıtıcı uygulamalar ile birlikte öğretime ilişkin olumlu gelişmelerin yanı sıra, dersin boş ders olduğu algısı ile ilgili bakış açısının değiştiği aday öğretmenlerin görüşlerinden ortaya çıkmaktadır. Sonuç olarak, geçmiş deneyimlerin bakış açılarını şekillendirmede belirleyici olduğu ve yansıtıcı öğretim uygulamalarının bakış açısının dönüşümü sürecinde önemli olduğu söylenebilir.
Downloads
Metrics
References
Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. Routledge.
Bailey, R. (Ed.). (2010). Physical education for learning: a guide for secondary schools. A&C Black.
DeCorby, K., Halas, J., Dixon, S., Wintrup, L., & Janzen, H. (2005). Classroom teachers and the challenges of delivering quality physical education. The Journal of Educational Research, 98(4), 208-221. http://dx.doi.org/10.3200/JOER.98.4.208-221
Faulkner, G. E., Dwyer, J. J., Irving, H., Allison, K. R., Adlaf, E. M., & Goodman, J. (2008). Specialist or nonspecialist physical education teachers in Ontario elementary schools: Examining differences in opportunities for physical activity. Alberta Journal of Educational Research, 54(4), 407
Faulkner, G., & Reeves, C. (2000). Primary school student teachers’ physical self-perceptions and attitudes toward teaching physical education. Journal of Teaching in Physical Education, 19(3), 311-324. https://doi.org/10.1123/jtpe.19.3.311
Faulkner, G., Reeves, C., & Chedzoy, S. (2004). Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education. Journal of Teaching in Physical Education, 23(3),200-215. https://doi.org/10.1123/jtpe.23.3.200
Fletcher, T. S. (2011). Learning to Teach Health and Physical Education: The Experiences of Elementary Student Teachers (Doctoral dissertation, University of Toronto).
Fletcher, T. (2012). Experiences and identities: Pre-service elementary classroom teachers being and becoming teachers of physical education. European Physical Education Review, 18(3), 380-395. https://doi.org/10.1177/1356336X12450798
Gabbard, C. (2000). Physical Education: Should It Be in the Core Curriculum?. Principal, 79(3), 29-31
Graber, K. C., Locke, L. F., Lambdin, D., & Solmon, M. A. (2008). The landscape of elementary school physical education. The Elementary School Journal, 108(3), 151-159. https://doi.org/10.1086/529098
Hardman, K., & Marshall, J. (2009). Second world-wide survey of school physical education: Final report. ICSSPE.
Imel, S. (1998). Transformative Learning in Adulthood. ERIC Digest No. 200.
Joram, E., & Gabriele, A. J. (1998). Preservice teachers' prior beliefs: Transforming obstacles into opportunities. Teaching and teacher education, 14(2), 175-191. https://doi.org/10.1016/S0742-051X(97)00035-8
Kirk, D. (2005). Physical education, youth sport and lifelong participation: the importance of early learning experiences. European Physical Education Review, 11(3), 239-255. https://doi.org/10.1177/1356336X05056649
Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching: theory and practice, 15(2), 225-240
Lysy, D. C. (2008). A survey of opportunities for school-based physical activity in Ontario elementary schools. Physical & Health Education Journal, 73(4), 36.
Mezirow, J. (1993). A transformation theory of adult learning. In Adult Education Research Annual Conference Proceedings (pp. 141-146).
Mezirow, J. (1997), Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 1997: 5–12. doi:10.1002/ace.7401
Morgan, P., & Bourke, S. (2008). Non-specialist teachers' confidence to teach PE: the nature and influence of personal school experiences in PE. Physical Education and Sport Pedagogy, 13(1), 1-29. http://dx.doi.org/10.1080/17408980701345550
Morgan, P. J., & Hansen, V. (2008). The relationship between PE biographies and PE teaching practices of classroom teachers. Sport, Education and Society, 13(4), 373-391. http://dx.doi.org/10.1080/13573320802444994
National Association for Sport and Physical Education [NASPE] (1998). Shape of the Nation Report: A survey of state physical education requirements. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
Xiang, P., Lowy, S., & McBride, R. (2002). The impact of a field-based elementary physical education methods course on preservice classroom teachers’ beliefs. Journal of teaching in physical education, 21(2), 145-161. https://doi.org/10.1123/jtpe.21.2.145
Talim Terbiye Kurulu Başkanlığı [TTKB] (2014). Öğretmenlik alanları, atama ve ders okutma esasları. 04/06/2017 tarihinde https://ttkb.meb.gov.tr/meb_iys_dosyalar/2016_08/08032940_9_cizelgeveesaslar.pdf adresinden alınmıştır.
Talim Terbiye Kurulu Başkanlığı (2017). İlköğretim Kurumları (İlkokul ve Ortaokul) Haftalık Ders Çizelgeleri. 04/06/2017 tarihinde http://ttkb.meb.gov.tr/www/haftalik-ders-cizelgeleri/kategori/7 adresinden alınmıştır.
Tsangaridou, N. (2008). Trainee primary teachers' beliefs and practices about physical education during student teaching. Physical Education and Sport Pedagogy, 13(2), 131-152. http://dx.doi.org/10.1080/17408980701345667
Yıldırım, A, & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.