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SINIF ÖĞRETMENLERİNİN BEDEN EĞİTİMİ DERSİNE YÖNELİK TUTUMLARI VE KARŞILAŞTIKLARI PROBLEMLER

Year 2021, , 27 - 46, 30.06.2021

Özer Yıldız , Özbay Güven

https://doi.org/10.31798/ses.947820

Abstract

Bu araştırmanın amacı, ilköğretim okullarında görev yapan sınıf öğretmenlerinin, beden eğitimi dersine yönelik tutumları ve karşılaştıkları problemleri belirlemektir. Araştırmada nitel araştırma desenlerinden görüşme yöntemi kullanılmıştır. Nitel verileri toplamak amacıyla hazırlanan “Görüşme Formu”nda, yarı yapılandırılmış açık uçlu sorular yer almıştır. Araştırmanın örneklemini Ankara ilindeki resmî ilköğretim okulları arasından tabakalı örnekleme yöntemine göre rastgele seçilen 4’ü üst düzey, 4’ü orta düzey, 4’ü alt düzey okulda görev yapan 12 (6 Erkek, 6 Kadın) sınıf öğretmeni oluşturmuştur. Araştırma sonuçlarına göre; sınıf öğretmenlerinin beden eğitimi dersinin çok gerekli bir ders olduğu konusunda fikir birliği içinde oldukları, ancak beden eğitimi dersini yürütebilecek bilgi ve donanıma sahip olmadıklarından, bu dersi verimli bir şekilde işleyemedikleri, bu nedenle de dersin amacına ulaşamadığı belirlenmiştir. Sınıf öğretmenlerinin, beceri ve ilgi yetersizliği, kıyafet sorunu, diğer derslerde yetiştirmek zorunda oldukları yoğun bir program olması ve çocukların akademik başarılarının öncelik taşıması gibi nedenlerle, beden eğitimi dersinde genelde önemli görülen dersleri işledikleri tespit edilmiştir.

Keywords

Sınıf Öğretmeni Beden Eğitimi Dersi Tutum Problem

References

  • Alberta Education. (2006). Daily physical activity: A handbook for grades 1-9 schools. Canada: Alberta.
  • Allison, P. C. (1990). Classroom teachers’ observations of physical education lessons. Journal of Teaching in Physical Education, 9 (4), 272-283. https://doi.org/10.1123/jtpe.9.4.272
  • Barnes, K. C. (2002). A model health-related elementary physical education program for saipan: teachers’ knowledge, attitudes, and practices. (Ph.D. Thesis). University of San Diego, USA.
  • Behets, D. (1996). Comparing Teaching Behavior During Active Learning Time Among Physical Education Specialist and Nonspecialist Teachers. Journal of Classroom Interaction, 31 (2), 23-30. https://www.jstor.org/stable/23870417
  • Brumbaugh, J. I. (1987). A view of physical education: perceptions of five classroom teachers. (Ed.D. Thesis). The University of North Carolina, USA.
  • Ceylan, E. (2006). İlköğretim okullarında görev yapan sınıf öğretmenlerinin beden eğitimi dersi ile ilgili bilgi, tutum ve uygulamaları (Konya ili örneği). (Yayınlanmamış Yüksek Lisans Tezi). Niğde Üniversitesi Sosyal Bilimler Enstitüsü, Niğde.
  • Christie, K. (2005). Setting food and exercise standards for kids. Phi Delta Kapan, 87 (1), 5-7. https://doi.org/10.1177/003172170508700103
  • Curtner-Smith, M. D. (2007). The impact of a critically oriented physical education teacher education course on preservice classroom teachers. Journal of Teaching in Physical Education, 26, 35-56. https://doi.org/10.1123/jtpe.26.1.35
  • Decorby, K., Halas, J., Dixon, S., Wintrup, L. ve Janzen, H. (2005). Classroom teachers and the challenges of delivering quality physical education. Journal of Educational Research, 98 (4), 208-220. https://doi.org/10.3200/JOER.98.4.208-221
  • Doğan, E. (2000). Sınıf öğretmenlerinin beden eğitimi ders uygulamaları. (Yayımlanmamış Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyonkarahisar.
  • Dollman, J., Norton, K. ve Norton, L. (2005). Evidence for secular trends in children’s physical activity behaviour. British Journal of Sports Medicine, 39, 892-897. http://dx.doi.org/10.1136/bjsm.2004.016675
  • Faucette, N. ve Patterson, P. (1990). Comparing teaching behaviors and student activity levels in classes taught by physical education specialists versus nonspecialists. Journal of Teaching in Physical Education, 9 (2), 106-114. https://doi.org/10.1123/jtpe.9.2.106
  • Faucette, N. ve Patterson, P. (1989). Classroom teachers and physical education: what they are doing and how they feel about it. Education, 110 (1), 108-114.
  • Feddy, B. A. D. (1998). Perceptions of competence, affect, and persistence of Ghanaian elementary school students: specialist versus non-specialist physical education teachers. (Ph.D. Thesis). Oregon State University, USA.
  • Roth, J. F. (2005). The role of teachers’ self-efficacy in increasing children’s physical activity. (Ph.D. Thesis). Louisiana State University, USA.
  • Siedentop, D. (2004). Introduction to physical education, fitness, and sport. Newyork, USA: McGraw-Hill Companies, Inc.
  • Tappe, M. K. ve Burgeson, C. R. (2004). Physical education: A cornerstone for physically active lifestyles. Journal of Teaching in Physical Education, 23, 281-299.
  • Tavşancıl, E. ve Aslan, E. (2001). İçerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayıncılık.
  • Thomas, R. J., Lee, M. A. ve Thomas, T. K. (1988). Physical education for children. USA: Human Kinetics Publishers, Inc., Champaign, IL.
  • Thompson, T. (2000). P.E. and the “normal” American child. Clearing House, 73 (4), 189. https://doi.org/10.1080/00098650009600944
  • Trudeau, F. ve Shephard, R. J. (2005). Contribution of school programmes to physical activity levels and attitudes in children and adults. Sports Medicine, 35 (2), 89-105. https://doi.org/10.2165/00007256-200535020-00001
  • Tsangaridou, N. (2004). Classroom teachers’ reflections on teaching physical education. Journal of Teaching in Physical Education, 24, 24-50. https://doi.org/10.1123/jtpe.24.1.24
  • Valentini, N. ve Rudisill, M. (2004). Motivational climate, motor-skilled development, and perceived competence: Two studies of developmentally delayed kindergarten children. Journal of Teaching in Physical Education, 23, 216-234. https://doi.org/10.1123/jtpe.23.3.216
  • Xiang, P., Lowy, S. ve 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, 145-161. https://doi.org/10.1123/jtpe.21.2.145
  • Yıldırım, A ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zahner, L., Puder, J. J., Roth, R., Schmid, M., Guldimann, R., Pühse, U., Knöpfli, M., Braun-Fahrländer, C., Marti, B. ve Kriemler, S. (2006). A school-based physical activity program to improve health and fitness in children aged 6-13 years (“Kinder-Sportstudie KISS”): Study design of a randomized controlled trial. BMC Public Health, 6, 147. https://doi.org/10.1186/1471-2458-6-147

Year 2021, , 27 - 46, 30.06.2021

Özer Yıldız , Özbay Güven

https://doi.org/10.31798/ses.947820

Abstract

References

  • Alberta Education. (2006). Daily physical activity: A handbook for grades 1-9 schools. Canada: Alberta.
  • Allison, P. C. (1990). Classroom teachers’ observations of physical education lessons. Journal of Teaching in Physical Education, 9 (4), 272-283. https://doi.org/10.1123/jtpe.9.4.272
  • Barnes, K. C. (2002). A model health-related elementary physical education program for saipan: teachers’ knowledge, attitudes, and practices. (Ph.D. Thesis). University of San Diego, USA.
  • Behets, D. (1996). Comparing Teaching Behavior During Active Learning Time Among Physical Education Specialist and Nonspecialist Teachers. Journal of Classroom Interaction, 31 (2), 23-30. https://www.jstor.org/stable/23870417
  • Brumbaugh, J. I. (1987). A view of physical education: perceptions of five classroom teachers. (Ed.D. Thesis). The University of North Carolina, USA.
  • Ceylan, E. (2006). İlköğretim okullarında görev yapan sınıf öğretmenlerinin beden eğitimi dersi ile ilgili bilgi, tutum ve uygulamaları (Konya ili örneği). (Yayınlanmamış Yüksek Lisans Tezi). Niğde Üniversitesi Sosyal Bilimler Enstitüsü, Niğde.
  • Christie, K. (2005). Setting food and exercise standards for kids. Phi Delta Kapan, 87 (1), 5-7. https://doi.org/10.1177/003172170508700103
  • Curtner-Smith, M. D. (2007). The impact of a critically oriented physical education teacher education course on preservice classroom teachers. Journal of Teaching in Physical Education, 26, 35-56. https://doi.org/10.1123/jtpe.26.1.35
  • Decorby, K., Halas, J., Dixon, S., Wintrup, L. ve Janzen, H. (2005). Classroom teachers and the challenges of delivering quality physical education. Journal of Educational Research, 98 (4), 208-220. https://doi.org/10.3200/JOER.98.4.208-221
  • Doğan, E. (2000). Sınıf öğretmenlerinin beden eğitimi ders uygulamaları. (Yayımlanmamış Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyonkarahisar.
  • Dollman, J., Norton, K. ve Norton, L. (2005). Evidence for secular trends in children’s physical activity behaviour. British Journal of Sports Medicine, 39, 892-897. http://dx.doi.org/10.1136/bjsm.2004.016675
  • Faucette, N. ve Patterson, P. (1990). Comparing teaching behaviors and student activity levels in classes taught by physical education specialists versus nonspecialists. Journal of Teaching in Physical Education, 9 (2), 106-114. https://doi.org/10.1123/jtpe.9.2.106
  • Faucette, N. ve Patterson, P. (1989). Classroom teachers and physical education: what they are doing and how they feel about it. Education, 110 (1), 108-114.
  • Feddy, B. A. D. (1998). Perceptions of competence, affect, and persistence of Ghanaian elementary school students: specialist versus non-specialist physical education teachers. (Ph.D. Thesis). Oregon State University, USA.
  • Roth, J. F. (2005). The role of teachers’ self-efficacy in increasing children’s physical activity. (Ph.D. Thesis). Louisiana State University, USA.
  • Siedentop, D. (2004). Introduction to physical education, fitness, and sport. Newyork, USA: McGraw-Hill Companies, Inc.
  • Tappe, M. K. ve Burgeson, C. R. (2004). Physical education: A cornerstone for physically active lifestyles. Journal of Teaching in Physical Education, 23, 281-299.
  • Tavşancıl, E. ve Aslan, E. (2001). İçerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayıncılık.
  • Thomas, R. J., Lee, M. A. ve Thomas, T. K. (1988). Physical education for children. USA: Human Kinetics Publishers, Inc., Champaign, IL.
  • Thompson, T. (2000). P.E. and the “normal” American child. Clearing House, 73 (4), 189. https://doi.org/10.1080/00098650009600944
  • Trudeau, F. ve Shephard, R. J. (2005). Contribution of school programmes to physical activity levels and attitudes in children and adults. Sports Medicine, 35 (2), 89-105. https://doi.org/10.2165/00007256-200535020-00001
  • Tsangaridou, N. (2004). Classroom teachers’ reflections on teaching physical education. Journal of Teaching in Physical Education, 24, 24-50. https://doi.org/10.1123/jtpe.24.1.24
  • Valentini, N. ve Rudisill, M. (2004). Motivational climate, motor-skilled development, and perceived competence: Two studies of developmentally delayed kindergarten children. Journal of Teaching in Physical Education, 23, 216-234. https://doi.org/10.1123/jtpe.23.3.216
  • Xiang, P., Lowy, S. ve 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, 145-161. https://doi.org/10.1123/jtpe.21.2.145
  • Yıldırım, A ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zahner, L., Puder, J. J., Roth, R., Schmid, M., Guldimann, R., Pühse, U., Knöpfli, M., Braun-Fahrländer, C., Marti, B. ve Kriemler, S. (2006). A school-based physical activity program to improve health and fitness in children aged 6-13 years (“Kinder-Sportstudie KISS”): Study design of a randomized controlled trial. BMC Public Health, 6, 147. https://doi.org/10.1186/1471-2458-6-147
There are 26 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Özer Yıldız 0000-0002-2470-5457

Özbay Güven

Publication Date June 30, 2021
Published in Issue Year 2021

Cite

APA Yıldız, Ö., & Güven, Ö. (2021). SINIF ÖĞRETMENLERİNİN BEDEN EĞİTİMİ DERSİNE YÖNELİK TUTUMLARI VE KARŞILAŞTIKLARI PROBLEMLER. Scientific Educational Studies, 5(1), 27-46. https://doi.org/10.31798/ses.947820