TRANSFORMATIVE LEARNING THROUGH SERVICE: PRE-SERVICE PHYSICAL EDUCATION TEACHERS’ ENGAGEMENT WITH STUDENTS WITH SPECIAL NEEDS

Abstract

This study aims to examine the experiences of students from a physical education and sports teaching department during their sportive interactions with individuals with special needs. Thirty participants from a physical education and sports teaching program in Turkey planned and implemented physical activity sessions in small groups at four special education institutions. Data were collected through semi-structured interviews and reflective journals, then analyzed thematically. Three core themes emerged: (1) Developing Social Awareness and Empathy, highlighting PSTs’ critical reflections on special needs and inclusion; (2) Personal Development, encompassing growth in patience, empathy, and self-confidence; and (3) Professional Development, focusing on enhanced pedagogical skills, classroom management, and adaptive instruction. Findings suggest that structured service-learning experiences fostered critical reflection and challenged previously held assumptions about individuals with special needs.

Keywords

• Service-learning
• Pre-service teacher education
• Transformative learning
• Special needs and pedagogy

HİZMET YOLUYLA DÖNÜŞTÜRÜCÜ ÖĞRENME: HİZMET ÖNCESİ BEDEN EĞİTİMİ ÖĞRETMENLERİNİN ÖZEL İHTİYAÇLARI OLAN ÖĞRENCİLERLE ETKİLEŞİMİ

Abstract

Bu çalışma, beden eğitimi ve spor öğretmenliği bölümündeki öğrencilerin özel gereksinimli bireylerle sportif etkileşimleri sırasındaki deneyimlerini incelemeyi amaçlamaktadır. Türkiye'de bir beden eğitimi ve spor öğretmenliği programından otuz katılımcı, dört özel eğitim kurumunda küçük gruplar halinde fiziksel aktivite seansları planlayıp uygulamıştır. Veriler yarı yapılandırılmış görüşmeler ve yansıtıcı günlükler aracılığıyla toplanmış ve ardından tematik olarak analiz edilmiştir. Üç temel tema ortaya çıkmıştır: (1) Öğretmen adaylarının özel gereksinimler ve kaynaştırma konusundaki eleştirel düşüncelerini vurgulayan Sosyal Farkındalık ve Empati Geliştirme; (2) Sabır, empati ve özgüven gelişimini kapsayan Kişisel Gelişim; ve (3) Gelişmiş pedagojik beceriler, sınıf yönetimi ve uyarlanabilir öğretime odaklanan Mesleki Gelişim. Bulgular, yapılandırılmış hizmet-öğrenme deneyimlerinin eleştirel düşünmeyi teşvik ettiğini ve özel gereksinimli bireyler hakkında önceden edinilmiş varsayımları sorguladığını göstermektedir.

Keywords

• Hizmet-öğrenme
• Hizmet öncesi öğretmen eğitimi
• Dönüştürücü öğrenme
• Özel gereksinimler ve pedagoji

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