14 Haftalık Voleybol Dersinin Beden Eğitimi Öğretmen Adaylarının Alan Bilgisine Etkisi

Abstract

Voleybol, sınırlı alanda ve düşük maliyetli malzeme ile oynanabilen popüler takım sporlarından biridir Aslan, 1979; Yerlisu & Çelenk, 2008 . Türkiye’de ortaokul ve lise beden eğitimi ve spor dersi öğretim programının yanı sıra beden eğitimi öğretmeni yetiştiren kurumların lisans programlarında da yer almaktadır. Voleybolun popülerliğinin nedenleri arasında lisanslı sporcu ve hakem sayısı en çok olan spor dalı olması Spor Genel Müdürlüğü, 2018 ve materyal açısından okul beden eğitimi derslerinde öğretiminin kolaylığı gösterilebilir. Türkiye’de beden eğitimi ve spor öğretmenliği bölümlerinin dersleri, yakın zamanda güncellenen Yükseköğretim Kurumu beden eğitimi ve spor öğretmenliği lisans programına bağlı olarak yürütülmektedir YÖK, 2018 . Voleybolun önceki lisans programında zorunlu ders olarak öğretilmesi gerekirken, yeni müfredatta seçmeli takım sporları içinde yer almaktadır. Voleybol branşının yaygınlığı ve okullarda öğretilmeye uygun olması nedeniyle, beden eğitimi öğretmen adaylarının öğretmen yetiştiren kurumlardan mezun olmadan önce yeterli voleybol alan bilgisine sahip olmaları gerekmektedir.

Keywords

• ​Alan bilgisi,Voleybol,Beden eğitimi öğretmen eğitimi

The Effect of 14 Weeks Volleyball Course on Physical Education Teacher Education Students’ Content Knowledge

Abstract

Volleyball course takes place on secondary and high school curriculums. It also takes place on physical education teacher education undergraduate programs. Physical education teacher education students are supposed to have volleyball content knowledge before graduating teacher education programs. This study aims to examine physical education teacher education students’ volleyball content knowledge level after they newly completed volleyball course. Participants were 15 female and 23 male, totally 38 students. Data were collected with volleyball common content knowledge test and content map. Paired sample t-test and descriptive statistics were utilized for statistical calculations. Results showed that while participants reached expected common content knowledge level 70% and over , their specialized content knowledge levels were lower than expected 3.0 or over . As a conclusion, common content knowledge focused course increased physical education teacher education students’ common content knowledge level. Specialized content knowledge which directly affects physical education teacher education students’ quality can be obtained by content and applications focusing on it.

Keywords

• Content knowledge,Volleyball,Physical education teacher education

References

1. Aslan, N. (1979). Okullarda ve Kulüplerde Voleybol. Ankara Bilim Matbaası.
2. Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-408.
3. Capel, S., & Katene, W. (2000). Secondary PGCE PE students’ perceptions of their subject knowledge. European Physical Education Review, 6(1), 46-70.
4. Castelli D., Williams L. (2007). Health-related fitness and physical education teachers’ content knowledge. Journal of Teaching in Physical Education, 26, 3-19.
5. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education, Inc.
6. Dervent, F., Tsuda, E., Devrilmez, E., & Ward, P. (2016). Content development coding assessment manual. Version2.1. Erişim adresi: https://u.osu.edu/ltpe/.
7. Dervent, F., Ward, P., Devrilmez, E., & Tsuda, E. (2018). Transfer of content development across practica in physical education teacher education. Journal of Teaching in Physical Education, 37(4), 330-339.
8. Devrilmez E. (2016). Impact of badminton course designed for common and specialized content knowledge of prospective teachers. Yayımlanmamış Doktora Tezi. Orta doğu Teknik Üniversitesi. Sosyal Bilimler Enstitüsü.

9. Devrilmez, E., Dervent, F., & Yoruç Çotuk., M. (2019). Validation of volleyball common content knowledge test. International Journal of Sport, Exercise & Training Sciences, 5 (1), 31-39.
10. Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press, Teachers College, Columbia University.
11. Hastie, P.A., & Vlaisavljevic, N. (1999). The relationship between subject-matter expertise and accountability in instructional tasks. Journal of Teaching in Physical Education, 19(1), 22-33.
12. He, Y., Ward, P., Wang, X., & Li, W. (2017). Chinese physical education teachers’ specialized content knowledge of soccer. Research Quarterly for Exercise and Sport Supplement, 88, A4.
13. İnce M.L. & Hünük D. (2013). Experienced physical education teachers’ health-related fitness knowledge level and knowledge internalization processes. Education and Science, 38 (168), 304-317.
14. Iserbyt, P., & Coolkens, R. (2018). Content development as a function of content knowledge courses in preservice physical education teachers. Journal of Physical Education and Sport, 18(4), 2440-2446.
15. Iserbyt P., Ward P., Martens J. (2015). The Influence of content knowledge on teaching and learning in traditional and sport education contexts: an exploratory study. Physical Education and Sport Pedagogy. 21(5), 539-556.
16. Kim, I. (2016). Exploring changes to a teacher’s teaching practices and student learning through a volleyball content knowledge workshop. European Physical Education Review, 22(2), 225-242
17. Kim, I., Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The influence of content knowledge on pedagogical content knowledge: An evidence-based practice for physical education. Journal of Teaching in Physical Education, 37 (2), 133-143.
18. Santiago, J.A., Disch, J.G., & Morales, J. (2012). Elementary physical education teachers’ content knowledge of physical activity and health-related fitness. Physical Educator, 69 (4), 395-412.
19. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
20. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
21. Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21(4), 409-418.
22. Sinelnikov, O.A., Kim, I., Ward, P., Curtner-Smith, M., &Li, W. (2016). Changing beginning teachers’ content knowledge and its effects on student learning. Physical Education and Sport Pedagogy, 21(4), 425-440.
23. South Carolina Department of Education. (2000). South Carolina physical education curriculum standards. Columbia, SC: South Carolina Department of Education.
24. Spor Genel Müdürlüğü (2018). http://sgm.gsb.gov.tr/Sayfalar/175/105/Istatistikler. Erişim tarihi: 2 Şubat 2019.
25. Tsuda, E., Devrilmez, E., Dervent, F., & Ward, P. (2017). Differences in content knowledge between those who learned performing and teaching. Research Quarterly for Exercise and Sport Supplement, 88, A4.
26. Van der Mars, H. (1989). Observer reliability: Issues and procedures. Analyzing Physical Education and Sport Instruction, 2, 53-80.
27. Ward, P. (2009). “Content Matters: Knowledge that Alters Teaching.” In Historic Traditions and Future Directions of Research on Teaching and Teacher Education in Physical Education, edited by L. Housner, M. Metzler, P. Schempp, and T. Templin, 345 –356. Morgantown, WV: Fitness Information Technology.
28. Ward, P., & Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35, 194-207.
29. Ward, P., Dervent, F., Lee, Y.S., Ko, B., Kim, I., & Tao, W. (2017). Using content maps to measure content development in physical education: Validation and application. Journal of Teaching in Physical Education, 36, 20–31. doi:10.1123/jtpe.2016-0059.
30. Ward, P., Kim, I., Ko, B., & Li, W. (2015). Effects of improving teachers' content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise and Sport, 86 (2), 130-139.
31. Ward, P., Tsuda, E., Dervent, F., & Devrilmez, E. (2018). Differences in the content knowledge of those taught to teach and those taught to play. Journal of Teaching in Physical Education, 37(1), 59-68.
32. Yerlisu, T., & Çelenk, B. (2008). Liglerde görev yapan voleybol antrenörlerinin iş doyum düzeylerinin değerlendirilmesi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 6(2), 87-93.
33. Yüksek Öğretim Kurumu (YÖK) (2018). Erişim adresi: https://www.yok.gov.tr/Documents/ Kurumsal/eğitim_öğretim_dairesi/Yeni Öğretmen Yetiştirme- Lisans Programları/ Beden_Eğitimi_ve_Spor_ Öğretmenliği_Lisans_Programı.pdf.