Özelleşmiş Alan Bilgisi Odaklı Badminton Eğitiminin Beden Eğitimi Öğretmen Adaylarının Alan Bilgisine Etkisi

Yıl 2019, Cilt: 2 Sayı: 1, 50 - 61, 11.03.2019

Erhan Devrilmez Fatih Dervent

Öz

Bu çalışmanın amacı, özelleşmiş alan
bilgisi odaklı badminton dersinin beden eğitimi öğretmen adaylarının alan
bilgisine etkisini incelemektir. Çalışmaya gönüllü olarak katılmayı kabul eden
21 deney ve 24 karşılaştırma grubu olmak üzere toplam 45 katılımcı yer
almıştır. Verilerin toplanmasında içerik haritası kullanılmıştır. Verilerin
analizinde tanımlayıcı ve karışık ölçümlerde ANOVA istatistikleri
kullanılmıştır. Elde edilen bulgulara göre deney grubu
katılımcılarının yeterli özelleşmiş alan bilgisi düzeyine sahip olduklarını,
karşılaştırma grubunun beklenen özelleşmiş alan bilgisi kriterini sağlayamadığını
belirtmektedir. Çalışma sonucunda 14 hafta uygulanan özelleşmiş alan bilgisi
odaklı badminton grubunun özelleşmiş alan bilgisi düzeyi beklenen seviyeye
ulaşırken, genel alan bilgisi odaklı badminton öğretimi gerçekleştiren grubun
özelleşmiş alan bilgisi seviyesi istendik düzeye ulaşamamıştır.

Anahtar Kelimeler

Özelleşmiş alan bilgisi, Beden eğitimi öğretmen eğitimi, Badminton, Alan bilgisi

Kaynakça

• Anderson, P., & Morgan, G. (2008). Developing tests and questionnaires for a national assessment of educational achievement (Vol. 2). World Bank Publications.
• Ayvazo S., Ward, P., & Stuhr, P.T. (2010).Teaching and assessing content knowledge in preservice physical education. Journal of Physical Education, Recreation & Dance, 81(4), 40-44.
• Ball, D.L.,Thames, M.H., &Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407. doi:10.1177/0022487108324554.
• Dervent, F., Tsuda, E., Devrilmez, E., & Ward, P. (2016). Content development coding assessment manual. Version 2.1. Retrieved from https://u.osu.edu/ltpe/
• 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.
• Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education, New York: Teacher College Press.
• 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.
• Ince, M.L., Ward, P., &Devrilmez, E. (2012). Common Content Knowledge and Specialized Content Knowledge on Physical Activity and Sport Courses in Turkish PETE Programs. Oral session presented at 12th International Sport Science Congress, Denizli, Turkey.
• Iserbyt, P., Ward, P., &Coolkens, R. (2018). The effect of specialised content knowledge on pedagogical content knowledge and student learning. In AIESEP, Location: Edinburgh.
• Iserbyt, P, Ward, P.,&Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 22, 71–88. doi:10.1080/17408989.2015.1095868.
• Iserbyt, P., Ward, P., &Martens, J. (2016). 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.
• Kim, I. (2015). Exploring changes to a teacher’s teaching practices and student learning through a volleyball content knowledge workshop. European Physical Education Review, 1356336X15599009.
• Kim, I., Lee, Y. S., Ward, P., &Li, W. (2015). A critical examination of movement content knowledge courses in physical education teacher education programs. Journal of Teaching in Physical Education, 34(1), 59-75.
• 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: Anevidence-based practice for physical education. Journal of Teaching in Physical Education, 37(2), 133-143.
• Milli Eğitim Bakanlığı (MEB), (2012). İlköğretim beden eğitimi dersi1-8. Sınıflar öğretim programı ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü.
• Rink, J. (1979). Development of a system for the observation of content development in physical education (unpublished doctoral dissertation). The Ohio State University, Ohio.
• Rink, J. (1994). Task presentation in pedagogy. Quest, 46, 270–280. doi: 10.1080/00336297.1994.10484126.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
• Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education, 21, 368-377.
• 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.
• Tabachnick, B. G.,Fidell, L. S., &Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). Boston, MA: Pearson.
• 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.
• Ward, P. (2009a) Content matters: Knowledge that alters teaching. Historic Traditions and Future Directions of Research on Teaching and Teacher Education in Physical Education. In L. Housner, M. Metzler, P. Schempp and T. Templin. (pp. 345-356) Morgantown WV. Fitness Information Technology.
• Ward, P. (2013). The role of content knowledge in conceptions of teaching effectiveness in physical education. Research Quarterly for Exercise and Sport, 84(4), 431-440.
• 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.
• Ward, P., Ince, M. L., Iserbyt, P, Kim, I., Lee, Y.S., Li, W. & Sutherland, S. (2013). International Physical Education Teacher Education Physical Activity ContentKnowledge Study. Poster session presented at Congress of 2013American Alliance for Health, Physical Education, Recreation & Dance, Charlotte, NC.
• 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.
• 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.