Research Article
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THE SCALE OF DISTANCE EDUCATION COMPETENCES OF PHYSICAL EDUCATION TEACHERS: A SCALE DEVELOPMENT STUDY

Year 2021, Volume 12, Issue 2, 200 - 211, 25.08.2021
https://doi.org/10.17155/omuspd.839314

Abstract

The aim of this research is to develop a scale to measure the distance education competencies of physical education teachers. For this purpose, a literature review was made and then scales and questionnaires were examined. Then face-to-face interviews were made with 13 physical education teachers who teach in distance education with the "semi-structured interview form" prepared by the researchers. Then, the draft form created was shown to experts and their opinions were taken. As a result of the feedback from the experts, the content validity rate was determined and the items with a value below .80 were excluded from the study. The draft form consisting of 29 items was applied to 316 physical education teachers and the data were analyzed. With AFA, a 2-dimensional structure consisting of 18 items in total as "Planning and Technology Use" "Application and Evaluation" was reached. It was concluded that the total variance rate explained by 18 items in the scale was 48.840%. According to the results of CFA, the model's goodness of fit indices χ2 / sd (1.95), GFI (.91), CFI (.94), AGFI (.89), NFI (.90), IFI (.94) RMSEA (.05) were determined to be within acceptable limits. The results show that the distance education competencies scale (BEÖUEYÖ) of physical education teachers is a valid and reliable measurement tool.

References

  • Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education 48(3), 233-236.
  • Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., & Huck, S. W. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(1), 6.
  • Brown, M. W. & Cudeck, R (1993) Alternative ways of assessing model fit. In Testing Structural Equation Models (Bollen K.A & Long J.S. Ed.), pp 136–162, Sage, Newbury Park, CA.
  • Byrne B.M (2001) Structural Equation Modeling with Amos: Basic Concepts, Applications and Programming. Lawrence Erlbaum Associates, Publishers, New Jersey.
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 1-22.
  • Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education. 77(7), 729-32.
  • Clark, J. T. (2020). Distance education. In clinical engineering handbook, 410–15. Academic Press. doi:10.1016/b978-0-12-813467-2.00063-8.
  • Clarke, V. & Braun, V. (2013). Teaching thematic analysis: overcoming challenges and developing strategies for effective learning. The Psychologist , 26, 120-123.
  • Creswell, J. W. ve Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd Edition). Thousand Oaks: Sage.
  • De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225.
  • Genç, D. & Temel, C. (2020). Beden eğitimi öğretmenlerinin öğrenci görüşlerine dayalı olarak değerlendirilmesi. Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 1(1), 24-33.
  • Ferdig, R. E., E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C. Mouza (Eds). 2020. “Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field.” Association for the Advancement of Computing in Education (AACE). https://www.learntechlib. org/p/216903/
  • Goad, T., Jones, E., Bulger, S., Daum, D., Hollett, N., & Elliott, E. (2020). Predicting student success in online physical education. American Journal of Distance Education, 1-16.
  • Goad, T., Towner, B., Jones, E., & Bulger, S. (2019). Instructional tools for online physical education: Using mobile technologies to enhance learning. Journal of Physical Education, Recreation & Dance, 90(6), 40-47.
  • Gray, D.E. (2004). Doing research in the real world. Thousand Oaks, CA: Sage.
  • Gürbüz, S. & Şahin, F. (2014). Sosyal Bilimlerde Araştırma Yöntemleri. 5.baskı. Ankara: Seçkin Yayıncılık.
  • Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2011). Multivariate analysis – A global perspective (7th ed.). Upper Saddle River: Pearson
  • Hall-López, J. A. (2020). Physıcal activity levels in physical education teachers before and during school suspension brought by the COVID-19 quarantıne. Facta Universitatis, Series: Physical Education And Sport, 475-481.
  • Heaney, C. A., & Walker, N. C. (2012). The challenges and opportunities of teaching sport and exercise psychology at a distance. Sport & Exercise Psychology Review, 8(2), 65-71.
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Ilgaz, H. (2008). Uzaktan eğitimde teknoloji kabulünün ve topluluk hissinin öğrenen memnuniyetine katkısı (Yüksek lisans tezi). Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Ivanov, V., & Tzankova, J. (2020). Online distance education on wordpress web based platform as an innovation in the learning process of sports students from medical University – Sofia during the pandemic of covıd-19. Pedagogy. 92(7). 143-51.
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması. Ege Eğitim Dergisi, 17(1), 258-271.
  • Kızılkaya Namlı, A, Yücekaya, M. (2021). Motivation and job satisfaction of physical education teachers during pandemic . OPUS Uluslararası Toplum Araştırmaları Dergisi, Pandemi Özel Sayısı, 3148-3172. DOI: 10.26466/opus.887856.
  • Kooiman, B. J., & Sheehan, D. P. (2015). The efficacy of exergames for social relatedness in online physical education. Cogent Education, 2(1), 1045808.https://doi.org/10.1080/2331186X.2015.1045808.
  • Korkmaz, Ö., Arıkaya, C., & Altıntaş, Y. (2019). Öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeğinin geliştirilmesi çalışması. Turkish Journal of Primary Education, 4(2), 40-56.
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622.
  • la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 1-13. https://doi.org/10.1080/02607476.2020.1803051.
  • Lu, C., Barrett, J., & Lu, O. (2020). Öğretim beden eğitimi öğretmen eğitimi (PETE) online: Zorluklar ve çözümler. Brock Eğitim: A Journal of Educational Research and Practice, 29(2), 13-17.
  • Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.
  • Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. (2006). Öğretmenlik mesleği ve genel yeterliği. Ankara.
  • Mohnsen, B. (2012). Implementing online physical education. Journal of Physical Education, Recreation & Dance, 83(2), 42-47.
  • Moller, L., & Soles, C. (2001). Myers Briggs type preferences in distance learning education. International Journal of Educational Technology, 2(2).
  • Nie, Y., Lau, S., & Liau, A. (2012). The teacher efficacy scale: A reliability and validity study. The Asia-Pacific Education Researcher, 21(2), 414-421.
  • O’Brien, W., Adamakis, M., O’Brien, N., Onofre, M., Martins, J., Dania, A., ... & Costa, J. (2020). Implications for European physical education teacher education during the COVID-19 pandemic: a cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 1-20. https://doi.org/10.1080/02619768.2020.1823963.
  • Pan, Y. H., Chou, H. S., Hsu, W. T., Li, C. H., & Hu, Y. L. (2013). Teacher self-efficacy and teaching practices in the health and physical education curriculum in Taiwan. Social Behavior and Personality: an international journal, 41(2), 241-250.
  • Parlak, Ö. (2007). İnternet temelli uzaktan eğitimde öğrenci doyumu ölçeği. Eğitim Bilimleri ve Uygulama Dergisi, 6(11), 53-72.
  • Patton, M. Q.(2002). Qualitative İnterviewing. In Qualitative Research And Evaluation Methods (3. bs.) Thousand Oaks, Ca: Sage.
  • Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. sage.
  • Saykili, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1), 2-17.
  • Seidman, I. (2006). Interviewing as Qualitative Research, A Guide For Researchers İn Education And The Social Sciences (3. bs.). New York: Teachers College Press.
  • Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 1-21.
  • Silva, R. C. A., Silva, V. L. D. F., & Silva, A. P. (2019). Distance learning for teaching in physical education. Motriz: Revista de Educação Física, 25(1). https://doi.org/10.1590/s1980-6574201900010002.
  • Tabor, S. W. (2007). Narrowing the distance: Implementing a hybrid learning model for information security education. Quarterly Review of Distance Education, 8(1), 47.
  • Tavşancıl, E. (2014). Tutumların Ölçülmesi ve SPSS ile Veri Analizi (5. Baskı). Ankara: Nobel Yayıncılık.
  • Tzifopoulos, M. (2020). In the shadow of Coronavirus: Distance education and digital literacy skills in Greece. International Journal of Social Science and Technology, 5(2), 1-14.
  • Uğraş, S. (2018). Beden eğitimi öğretmenleri kendilerini hangi konularda yetersiz hissediyor?. Çanakkale Onsekiz Mart Üniversitesi Spor Bilimleri Dergisi, 1(1), 1-16.
  • Yaman, M. (2009). Perceptions of students on the application of distance education in physical education lessons. Turkish Online Journal of Educational Technology, 8(1). 1-10.
  • Yıldırım, S., Yıldırım, G., Çelik, E. & Karaman, S. (2014). Uzaktan eğitim öğrencilerinin uzaktan eğitime yönelik görüşleri: Bir ölçek geliştirme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 365-370.
  • Yücekaya, M. A. ., Sağın, A. E., & Uğraş, S. (2021). Physical education and sports lesson in distance education: content analysis of videos on Youtube. IJERI: International Journal of Educational Research and Innovation, (15), 533–551. https://doi.org/10.46661/ijeri.5766.

BEDEN EĞİTİMİ ÖĞRETMENLERİNİN UZAKTAN EĞİTİM YETERLİKLERİ ÖLÇEĞİ: BİR ÖLÇEK GELİŞTİRME ÇALIŞMASI

Year 2021, Volume 12, Issue 2, 200 - 211, 25.08.2021
https://doi.org/10.17155/omuspd.839314

Abstract

Bu araştırmanın amacı beden eğitimi öğretmenlerinin uzaktan eğitim yeterliklerini ölçmek amacıyla bir ölçek geliştirmektir. Bu amaçla literatür taraması yapılmış, ardından ölçek ve anketler incelenmiştir. Daha sonra beden eğitimi öğretmenlerinin uzaktan eğitim yeterliliklerinin neler olması gerektiği ile ilgili araştırmacılar tarafından hazırlanan “yarı yapılandırılmış görüşme formu” ile uzaktan eğitimde ders işleyen 13 beden eğitimi öğretmeni ile yüz yüze görüşme yapılmıştır. Ardından oluşturulan taslak form uzmanlara gösterilerek görüşleri alınmıştır. Uzmanlardan gelen dönütler neticesinde kapsam geçerlik oranı belirlenmiş ve .80’nin altında değer alan maddeler çalışmadan çıkarılmıştır. Oluşturulan 29 maddelik taslak form 316 beden eğitimi öğretmenine uygulanmış ve veriler analiz edilmiştir. Yapılan Açımlayıcı Faktör Analiziyle (AFA) birlikte “Planlama ve Teknoloji Kullanımı” “Uygulama ve Değerlendirme” olmak üzere 2 boyutlu ve toplam 18 maddelik bir yapıya ulaşılmıştır. Ölçekteki 18 maddenin açıkladığı toplam varyans oranının %48.840 olduğu sonucuna ulaşılmıştır. Ardından yapılan Doğrulayıcı Faktör Analizi (DFA) sonuçlarına göre modelin uyum iyiliği indekslerinin χ2/sd (1.95), GFI (.91), CFI (.94), AGFI (.89), NFI (.90), IFI (.94), RMSEA (.05) kabul edilebilir sınırlar içerisinde olduğu belirlenmiştir. Sonuçlar, beden eğitimi öğretmenlerinin uzaktan eğitim yeterlikleri ölçeğinin (BEÖUEYÖ) geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

References

  • Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education 48(3), 233-236.
  • Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., & Huck, S. W. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(1), 6.
  • Brown, M. W. & Cudeck, R (1993) Alternative ways of assessing model fit. In Testing Structural Equation Models (Bollen K.A & Long J.S. Ed.), pp 136–162, Sage, Newbury Park, CA.
  • Byrne B.M (2001) Structural Equation Modeling with Amos: Basic Concepts, Applications and Programming. Lawrence Erlbaum Associates, Publishers, New Jersey.
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 1-22.
  • Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education. 77(7), 729-32.
  • Clark, J. T. (2020). Distance education. In clinical engineering handbook, 410–15. Academic Press. doi:10.1016/b978-0-12-813467-2.00063-8.
  • Clarke, V. & Braun, V. (2013). Teaching thematic analysis: overcoming challenges and developing strategies for effective learning. The Psychologist , 26, 120-123.
  • Creswell, J. W. ve Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd Edition). Thousand Oaks: Sage.
  • De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225.
  • Genç, D. & Temel, C. (2020). Beden eğitimi öğretmenlerinin öğrenci görüşlerine dayalı olarak değerlendirilmesi. Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 1(1), 24-33.
  • Ferdig, R. E., E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C. Mouza (Eds). 2020. “Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field.” Association for the Advancement of Computing in Education (AACE). https://www.learntechlib. org/p/216903/
  • Goad, T., Jones, E., Bulger, S., Daum, D., Hollett, N., & Elliott, E. (2020). Predicting student success in online physical education. American Journal of Distance Education, 1-16.
  • Goad, T., Towner, B., Jones, E., & Bulger, S. (2019). Instructional tools for online physical education: Using mobile technologies to enhance learning. Journal of Physical Education, Recreation & Dance, 90(6), 40-47.
  • Gray, D.E. (2004). Doing research in the real world. Thousand Oaks, CA: Sage.
  • Gürbüz, S. & Şahin, F. (2014). Sosyal Bilimlerde Araştırma Yöntemleri. 5.baskı. Ankara: Seçkin Yayıncılık.
  • Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2011). Multivariate analysis – A global perspective (7th ed.). Upper Saddle River: Pearson
  • Hall-López, J. A. (2020). Physıcal activity levels in physical education teachers before and during school suspension brought by the COVID-19 quarantıne. Facta Universitatis, Series: Physical Education And Sport, 475-481.
  • Heaney, C. A., & Walker, N. C. (2012). The challenges and opportunities of teaching sport and exercise psychology at a distance. Sport & Exercise Psychology Review, 8(2), 65-71.
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Ilgaz, H. (2008). Uzaktan eğitimde teknoloji kabulünün ve topluluk hissinin öğrenen memnuniyetine katkısı (Yüksek lisans tezi). Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Ivanov, V., & Tzankova, J. (2020). Online distance education on wordpress web based platform as an innovation in the learning process of sports students from medical University – Sofia during the pandemic of covıd-19. Pedagogy. 92(7). 143-51.
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması. Ege Eğitim Dergisi, 17(1), 258-271.
  • Kızılkaya Namlı, A, Yücekaya, M. (2021). Motivation and job satisfaction of physical education teachers during pandemic . OPUS Uluslararası Toplum Araştırmaları Dergisi, Pandemi Özel Sayısı, 3148-3172. DOI: 10.26466/opus.887856.
  • Kooiman, B. J., & Sheehan, D. P. (2015). The efficacy of exergames for social relatedness in online physical education. Cogent Education, 2(1), 1045808.https://doi.org/10.1080/2331186X.2015.1045808.
  • Korkmaz, Ö., Arıkaya, C., & Altıntaş, Y. (2019). Öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeğinin geliştirilmesi çalışması. Turkish Journal of Primary Education, 4(2), 40-56.
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622.
  • la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 1-13. https://doi.org/10.1080/02607476.2020.1803051.
  • Lu, C., Barrett, J., & Lu, O. (2020). Öğretim beden eğitimi öğretmen eğitimi (PETE) online: Zorluklar ve çözümler. Brock Eğitim: A Journal of Educational Research and Practice, 29(2), 13-17.
  • Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.
  • Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. (2006). Öğretmenlik mesleği ve genel yeterliği. Ankara.
  • Mohnsen, B. (2012). Implementing online physical education. Journal of Physical Education, Recreation & Dance, 83(2), 42-47.
  • Moller, L., & Soles, C. (2001). Myers Briggs type preferences in distance learning education. International Journal of Educational Technology, 2(2).
  • Nie, Y., Lau, S., & Liau, A. (2012). The teacher efficacy scale: A reliability and validity study. The Asia-Pacific Education Researcher, 21(2), 414-421.
  • O’Brien, W., Adamakis, M., O’Brien, N., Onofre, M., Martins, J., Dania, A., ... & Costa, J. (2020). Implications for European physical education teacher education during the COVID-19 pandemic: a cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 1-20. https://doi.org/10.1080/02619768.2020.1823963.
  • Pan, Y. H., Chou, H. S., Hsu, W. T., Li, C. H., & Hu, Y. L. (2013). Teacher self-efficacy and teaching practices in the health and physical education curriculum in Taiwan. Social Behavior and Personality: an international journal, 41(2), 241-250.
  • Parlak, Ö. (2007). İnternet temelli uzaktan eğitimde öğrenci doyumu ölçeği. Eğitim Bilimleri ve Uygulama Dergisi, 6(11), 53-72.
  • Patton, M. Q.(2002). Qualitative İnterviewing. In Qualitative Research And Evaluation Methods (3. bs.) Thousand Oaks, Ca: Sage.
  • Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. sage.
  • Saykili, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1), 2-17.
  • Seidman, I. (2006). Interviewing as Qualitative Research, A Guide For Researchers İn Education And The Social Sciences (3. bs.). New York: Teachers College Press.
  • Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 1-21.
  • Silva, R. C. A., Silva, V. L. D. F., & Silva, A. P. (2019). Distance learning for teaching in physical education. Motriz: Revista de Educação Física, 25(1). https://doi.org/10.1590/s1980-6574201900010002.
  • Tabor, S. W. (2007). Narrowing the distance: Implementing a hybrid learning model for information security education. Quarterly Review of Distance Education, 8(1), 47.
  • Tavşancıl, E. (2014). Tutumların Ölçülmesi ve SPSS ile Veri Analizi (5. Baskı). Ankara: Nobel Yayıncılık.
  • Tzifopoulos, M. (2020). In the shadow of Coronavirus: Distance education and digital literacy skills in Greece. International Journal of Social Science and Technology, 5(2), 1-14.
  • Uğraş, S. (2018). Beden eğitimi öğretmenleri kendilerini hangi konularda yetersiz hissediyor?. Çanakkale Onsekiz Mart Üniversitesi Spor Bilimleri Dergisi, 1(1), 1-16.
  • Yaman, M. (2009). Perceptions of students on the application of distance education in physical education lessons. Turkish Online Journal of Educational Technology, 8(1). 1-10.
  • Yıldırım, S., Yıldırım, G., Çelik, E. & Karaman, S. (2014). Uzaktan eğitim öğrencilerinin uzaktan eğitime yönelik görüşleri: Bir ölçek geliştirme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 365-370.
  • Yücekaya, M. A. ., Sağın, A. E., & Uğraş, S. (2021). Physical education and sports lesson in distance education: content analysis of videos on Youtube. IJERI: International Journal of Educational Research and Innovation, (15), 533–551. https://doi.org/10.46661/ijeri.5766.

Details

Primary Language Turkish
Subjects Social
Journal Section Research Article
Authors

Ahmet Enes SAĞIN> (Primary Author)
MİLLİ EĞİTİM BAKANLIĞI
0000-0002-4243-8276
Türkiye


Mehmet Akif YÜCEKAYA>
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0003-3853-5660
Türkiye


Mehmet GÜLLÜ>
İNÖNÜ ÜNİVERSİTESİ
0000-0002-0930-7178
Türkiye

Publication Date August 25, 2021
Submission Date December 11, 2020
Acceptance Date July 8, 2021
Published in Issue Year 2021, Volume 12, Issue 2

Cite

APA Sağın, A. E. , Yücekaya, M. A. & Güllü, M. (2021). BEDEN EĞİTİMİ ÖĞRETMENLERİNİN UZAKTAN EĞİTİM YETERLİKLERİ ÖLÇEĞİ: BİR ÖLÇEK GELİŞTİRME ÇALIŞMASI . Spor ve Performans Araştırmaları Dergisi , 12 (2) , 200-211 . DOI: 10.17155/omuspd.839314