Mikro Öğretimin Beden Eğitimi Öğretmen Adaylarının Öğretim Stillerine Yönelik Tercihlerine ve Değer Algılarına Etkisi

Abstract

Bu çalışmanın amacı, bir lisans dersinde mikro öğretim tekniği aracılığıyla deneyim kazanmanın, beden eğitimi öğretmen adaylarının öğretim stillerine yönelik tercihleri ile değer algılarına etkisi olup olmadığını belirlemektir. Tek grup ön test-son test deseninde yürütülen çalışmaya, bir devlet üniversitesinde öğrenim gören ve “Beden Eğitimi ve Spor Öğretimi” dersine kayıtlı beden eğitimi öğretmen adayları (n=31) katılmıştır. Verilerin toplanmasında, ‘Beden Eğitimi Öğretmenleri Öğretim Stilleri Değer Algıları’ ölçeğinden yararlanılmıştır. Verilerin analizinde ise Wilcoxon işaretli sıralar testi kullanılmıştır. Ön-son test öğretim stili tercihlerindeki değişmeler incelendiğinde, öğretmen adaylarının yalnızca katılım stiline yönelik tercihlerinde istatistiksel olarak anlamlı düzeyde artış meydana geldiği saptanmıştır (p<.05). Ek olarak, katılım (eğlence, öğrenme ve motivasyon), yönlendirilmiş buluş (öğrenme ve motivasyon) ve komut stilinin (öğrenme) öğrenciler için faydalı olduğuna yönelik algılarında artış olduğu tespit edilmiştir (p<.05). Sonuç olarak, mikro öğretim tekniği ile öğretim stillerine yönelik uygulama deneyimi kazanmanın beden eğitimi öğretmen adaylarının belirli öğretim stillerine yönelik kullanım tercihlerini ve değer algılarını etkilediği bulunmuştur.

Keywords

• Beden eğitimi öğretmen adayları
• Mikro öğretim
• Öğretim stilleri yelpazesi

The Effect of Microteaching on PETE Students’ Preferences and Value Perceptions Regarding Teaching Styles

Abstract

The purpose of this study was to determine whether gaining experience through microteaching in an undergraduate course affects PETE students’ preferences toward teaching styles and their value perceptions. PETE students (n=31) attending a state university and studying in the ‘Physical Education and Sports Teaching’ course participated in the study, which was conducted in a one-group pretest-posttest design. In data collection, “Physical Education Teachers’ Perceptions of Teaching Styles” instrument was utilized. Wilcoxon signed-rank test was used to analyze the data. When the changes in pre-posttest teaching style preferences were analyzed, it was found that there was a statistically significant increase only in PETE students’ preferences for the inclusion style (p<.05). In addition, it was determined that there was an increase in their perceptions that the inclusion (fun, learning, and motivation), the guided discovery (learning and motivation), and the command style (learning) were beneficial for students (p<.05). In conclusion, it was found that gaining practical experience regarding teaching styles through microteaching affected PETE students’ use preferences and value perceptions towards certain teaching styles.

Keywords

• Microteaching
• PETE students
• Spectrum of teaching styles

References

1. Allen, D. W., & Clark, R. J. (1967). Microteaching: Its rationale. The High School Journal, 51(2), 75-79. Retrieved from: https://www.jstor.org/stable/40366699
2. Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into practice, 7(5), 181-185. https://doi.org/10.1080/00405846809542153
3. Balcı, T., & Yanık, M. (2022). Empowering pre-service physical education teachers on the spectrum of teaching styles through micro-teaching. Mediterranean Journal of Sport Science, 5(Special Issue 2), 1053-1065. https://doi.org/10.38021/asbid.1202265
4. Bell, N. D. (2007). Microteaching: What is it that is going on here?. Linguistics and Education, 18(1), 24-40. https://doi.org/10.1016/j.linged.2007.04.002
5. Bilen, K. (2015). Effect of micro teaching technique on teacher candidates’ beliefs regarding mathematics teaching. Procedia-Social and Behavioral Sciences, 174, 609-616. https://doi.org/10.1016/j.sbspro.2015.01.590
6. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2019). Eğitimde bilimsel araştırma yöntemleri (27th Ed.). Pegem Akademi.
7. Byra, M., Sanchez, B., & Wallhead, T. (2014). Behaviors of students and teachers in the command, practice, and inclusion styles of teaching: Instruction, feedback, and activity level. European Physical Education Review, 20(1), 3-19. https://doi.org/10.1177/1356336X13495999
8. Byra, M. (2019). Teaching spectrum-style—Part 2. Runner, 50(1), 15-24. Retrieved from: https://www.hpec.ab.ca/uploads/files/RunnerVol50No1.pdf

9. Cengiz, C., & Serbes, Ş. (2014). Turkish pre-service physical education teachers’ self-reported use and perceptions of teaching styles. Pamukkale Journal of Sport Sciences, 5(2), 21-34. Retrieved from: https://dergipark.org.tr/en/pub/psbd/issue/20584/219322
10. Chatoupis, C. (2018). Implementing the learner-designed individual program style in physical education. Strategies, 31(2), 19-25. https://doi.org/10.1080/08924562.2017.1418689
11. Chatoupis, C. (2021). The Spectrum: Implications for physical education teaching. Runner, 52(1), 4-10. Retrieved from: https://www.hpec.ab.ca/uploads/files/RunnerVol52No1-WEB.pdf
12. Cothran, D. J., Kulinna, P. H., Banville, D., Choi, E., Amade-Escot, C., MacPhail, A., Macdonald, D., Richard, J. F., Sarmento, P., & Kirk, D. (2005). A Cross-cultural investigation of the use of teaching styles. Research Quarterly for Exercise and Sport, 76(2), 193-201. https://doi.org/10.1080/02701367.2005.10599280
13. Cothran, D. J., & Kulinna, P. H. (2008). Teachers’ knowledge about and use of teaching models. The Physical Educator, 65(3), 122-133. Retrieved from: https://js.sagamorepub.com/index.php/pe/article/view/2136
14. Cothran, D. J., Kulinna, P. H., & Ward, E. (2000). Students’ experiences with and perceptions of Mosston’s teaching styles. Journal of Research and Development in Education, 34(1), 93-103. Retrieved from: https://www.researchgate.net/publication/263766818_Students'_experience_with_and_perceptions_of_teaching_styles
15. Curtner-Smith, M., Hastie, P., & Kinchin, G.D. (2008). Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education. Sport Education and Society, 13(1), 97–117. https://doi.org/10.1080/13573320701780779
16. Curtner-Smith, M. (1999). The more things change the more they stay the same: Factors influencing teachers’ interpretations and delivery of the national curriculum physical education. Sport Education and Society, 4(1), 75–97. https://doi.org/10.1080/1357332990040106
17. Curtner-Smith, M. D., Todorovich, J. R., McCaughtry, N. A., & Lacon, S. A. (2001). Urban teachers’ use of productive and reproductive teaching styles within the confines of the national curriculum for physical education. European Physical Education Review, 7(2), 177-190. https://doi.org/10.1177/1356336X01007200
18. Cruickshank, D. R., & Metcalf, K. K. (1993). Improving preservice teacher assessment through on‐campus laboratory experiences. Theory into Practice, 32(2), 86-92. https://doi.org/10.1080/00405849309543580
19. Çakır, Ö. S. (2000). Öğretmen yetiştirmede teoriyi pratiğe bağlayan mikro-öğretimin Türkiye’deki üç üniversitede durumu. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 62-68. Retrieved from: https://dergipark.org.tr/tr/pub/hunefd/issue/7818/102710
20. Demirel, Ö. (2017). Öğretim ilke ve yöntemleri: Öğretme sanatı (23rd Ed.). Pegem Akademi.
21. Demirhan, G., Bulca, Y., Figen, A., Şahin, R., Güvenç, A., Aslan, A., ... & Açıkada, C. (2008). Comparison of the views of partners regarding the physical education curriculum and it’s delivery. Hacettepe Journal of Sport Sciences, 19(3), 157-180. Retrieved from: https://dergipark.org.tr/tr/pub/sbd/issue/16394/171428
22. Garn, A., & Byra, M. (2002). Psychomotor, cognitive, and social development spectrum style. Teaching Elementary Physical Education, 13(2), 8-13. Retrieved from: https://spectrumofteachingstyles.org/assets/files/articles/Garn_Byra_2002_Psychomotor_Cognitive_and_Social_Development.pdf
23. Goldberger, M., Ashworth, S., & Byra, M. (2012). Spectrum of teaching styles retrospective 2012. Quest, 64, 268-282. https://doi.org/10.1080/00336297.2012.706883
24. Görgen, İ. (2003). The effect of microteaching practises on student teachers’ views of giving lessons in the classroom. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 56-63. Retrieved from: https://dergipark.org.tr/tr/pub/hunefd/issue/7812/102533
25. İnce, M. L., & Hünük, D. (2010). Experienced physical education teachers’ use and perceptions of teaching styles during the educational reform period. Education and Science, 35(157), 129-139. Retrieved from: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/260
26. Jaakkola, T., & Watt, A. (2011). Finnish physical education teachers’ self-reported use and perceptions of Mosston and Ashworth’s teaching styles. Journal of Teaching in Physical Education, 30(3), 248-262. https://doi.org/10.1123/jtpe.30.3.248
27. Karasar, N. (2017). Bilimsel araştırma yöntemi: Kavramlar ilkeler teknikler (32nd Ed.). Nobel Akademik Yayıncılık.
28. Kpanja, E. (2001). A Study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486. https://doi.org/10.1111/1467-8535.00215
29. Kulinna, P. H., & Cothran, D. J. (2003). Physical education teachers’ self-reported use of and perceptions of various teaching styles. Learning and Instruction, 13(6), 597-609. https://doi.org/10.1016/S0959-4752(02)00044-0
30. Lawson, H. A. (1986). Occupational socialization and the design of teacher education programs. Journal of Teaching in Physical Education 5(2), 107-116. https://doi.org/10.1123/jtpe.5.2.107
31. Lawson, H. A. (1983a). Toward a model of teacher socialization in physical education: The subjective warrant, recruitment, and teacher education1, Journal of Teaching in Physical Education, 2(3), 3-16. https://doi.org/10.1123/jtpe.2.3.3
32. Lawson, H. A. (1983b). Toward a model of teacher socialization in physical education: Entry into schools, teachers’ role orientations, and longevity in teaching (Part 2). Journal of Teaching in Physical Education, 3(1), 3-15. https://doi.org/10.1123/jtpe.3.1.3
33. MoNE (2006). İlköğretim beden eğitimi dersi öğretim programı (1-8. Sınıflar). Ankara: Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu Başkanlığı.
34. MoNE (2013). Beden eğitimi ve spor dersi öğretim programı (Ortaokul 5-8. Sınıflar). Ankara: Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu Başkanlığı.
35. MoNE (2018). Beden eğitimi ve spor dersi öğretim programı (Ortaokul 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu Başkanlığı. Retrieved from: https://mufredat.meb.gov.tr/Programlar.aspx
36. Mosston, M., & Ashworth, S. (2008). Teaching physical education (First online ed.). Spectrum Institute for Teaching and Learning. Retrieved from: https://spectrumofteachingstyles.org/index.php?id=16
37. Moy, B., Renshaw, I., & Davids, K. (2014). Variations in acculturation and Australian physical education teacher education students’ receptiveness to an alternative pedagogical approach to games teaching. Physical Education and Sport Pedagogy, 19(4), 349-369. https://doi.org/10.1080/17408989.2013.780591
38. Parsak, B., & Saraç, L. (2019). Turkish physical education teachers’ use of teaching styles: Self-reported versus observed. Journal of Teaching in Physical Education, 39(2), 137-146. https://doi.org/10.1123/jtpe.2018-0320
39. Richards, K. A. R., Templin, T. J., & Graber, K. (2014). The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review, 3(2), 113-134. https://doi.org/10.1123/kr.2013-0006
40. Rink, J. E. (2014). Teaching physical education for learning (7th Ed.). McGraw-Hill.
41. Salvara, M. I., & Bironé, E. N. (2002). Teachers’ use of teaching styles: A Comparative study between Greece and Hungary. International Journal of Applied Sports Sciences, 14(2), 46-69. Retrieved from: https://spectrumofteachingstyles.org/assets/files/articles/Salvara-and-Birone.pdf
42. Sanchez, E., Byra, M., & Wallhead, T. (2012). Students’ perceptions of the command, practice, and inclusion styles of teaching. Physical Education and Sport Pedagogy, 17(3), 317-330. https://doi.org/10.1080/17408989.2012.690864
43. Saraç, L., & Muştu, E. (2013). Öğretmen adaylarının beden eğitimi öğretim stillerini kullanım düzeyleri ile stillere ilişkin değer algılarının incelenmesi. Pamukkale Journal of Sport Sciences, 4(2), 112-124. Retrieved from: https://dergipark.org.tr/en/pub/psbd/issue/20580/219309
44. Saraç-Yılmaz, L., İnce, M. L., Kirazcı, S., & Çiçek, Ş. (2005). Time management strategies and teaching style preferences of physical education teachers. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 10(2), 3-10. Retrieved from: https://dergipark.org.tr/tr/pub/gbesbd/issue/27984/304986
45. Serbes, Ş., & Cengiz, C. (2015). Pre-service classroom and physical education teachers’ teaching styles preferences and perceptions of teaching styles. Bartın University Journal of Faculty of Education, 4(1), 101-114. Retrieved from: https://dergipark.org.tr/tr/pub/buefad/issue/3816/51230
46. Stran, M., & Curtner-Smith, M. (2009). Influence of occupational socialization on two preservice teachers’ interpretation and delivery of the sport education model. Journal of Teaching in Physical Education, 28(1), 38-53. https://doi.org/10.1123/jtpe.28.1.38
47. SueSee, B., & Barker, D. M. (2019). Self-reported and observed teaching styles of Swedish physical education teachers. Curriculum Studies in Health and Physical Education, 10(1), 34-50. https://doi.org/10.1080/25742981.2018.1552498
48. SueSee, B., Edwards, K., Pill, S., & Cuddihy, T. (2019). Observed teaching styles of senior physical education teachers in Australia. Curriculum Perspectives, 39(1), 47-57. https://doi.org/10.1007/s41297-018-0048-8
49. SueSee, B., Edwards, K., Pill, S., & Cuddihy, T. (2018). Self-reported teaching styles of Australian senior physical education teachers. Curriculum Perspectives, 38(1), 41-54. https://doi.org/10.1007/s41297-018-0041-2
50. Syrmpas, I., Digelidis, N., & Watt, A. (2016). An Examination of Greek physical educators’ implementation and perceptions of spectrum teaching styles. European Physical Education Review, 22(2), 201-214. https://doi.org/10.1177/1356336X155987
51. Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M. (2017). Physical education teachers’ experiences and beliefs of production and reproduction teaching approaches. Teaching and Teacher Education, 66, 184-194. https://doi.org/10.1016/j.tate.2017.04.013
52. Syrmpas, I., & Digelidis, N. (2014). Physical education student teachers’ experiences with and perceptions of teaching styles. Journal of Physical Education and Sport, 14(1), 52-59. https://doi.org/10.7752/jpes.2014.01009
53. Wilkinson, C., Barney, D., & Christensen, W. F. (2019). PETE teacher candidates’ preferred teaching styles. Physical Educator, 76(5), 1247-1265. https://doi.org/10.18666/TPE-2019-V76-I5-9062
54. Yıldızer, G., Yılmaz, İ., Yalız Solmaz, D., & Şimşek, D. (2018). Teaching styles used by teacher candidates studying in physical education and alternative teacher certification programs. Hacettepe University Journal of Education, 33(1), 90-106. https://doi.org/10.16986/HUJE.2017027901
55. Zeng, H. Z. (2016). Differences between student teachers’ implementation and perceptions of teaching styles. Physical Educator, 73(2), 285-314. https://doi.org/10.18666/TPE-2016-V73-I2-6218