Beden Eğitimi Öğretmen Adaylarının Badminton Alan Bilgisinin Değerlendirilmesi: Bir Durum Çalışması

Öz

Bu çalışmanın amacı, beden eğitimi öğretmen yetiştirme programında öğretilen bir badminton dersinin etkililiğinin incelenmesidir. Alan bilgisi; genel alan bilgisi (GAB) ve özelleşmiş alan bilgisi (ÖAB) olarak iki kategoriye ayrılmıştır. Ward (2009) GAB’ini bir görev ya da aktiviteyi sergilemek için gerekli bilgi olarak, ÖAB’ni ise bir görev ya da aktiviteyi öğretmek için gerekli bilgi olarak tanımlamaktadır. Önceki çalışmalar, öğretmen adaylarının düşük alan bilgisine sahip olduğunu göstermektedir. Bu çalışmada iki araştırma sorusu incelenmiştir: (a) (a) Sekiz öğretmen adayının GAB, performans (GAB-P), ÖAB öğretim tasarımı geliştirme ve ÖAB öğrenci hatası analiz ön test skorları nedir? ve (b) Badminton dersinden sonra; GAB, performans (GAB-P), ÖAB öğretim tasarımı geliştirme ve ÖAB öğrenci hatası analiz ön test – son test skorlarındaki değişim nedir? Katılımcılar, 2-4 sınıflarda öğrenim gören sekiz öğretmen adayıdır. Katılımcıların tümü GAB, performans (GAB-P), ÖAB öğretim tasarımı geliştirme ve ÖAB öğrenci hatası analiz değişkenlerinde ön test – son test olarak değerlendirilmişlerdir. Veriler, dört değişkende oluşan farkları gösterebilmek için betimsel olarak sunulmuştur. Bulgular, öğretmen adaylarının dört değişkende düşük skorlara sahip olduğunu göstermektedir. Bununla birlikte, dersin tamamlanmasının ardından, ÖAB öğretim tasarımı geliştirme dışındaki tüm değişkenlerde son test skorlarında gelişim saptanmıştır. Bulgularımız beden eğitimi öğretmen yetiştirme programında alan bilgisi eğitiminin önemini vurgulamaktadır. Beden eğitimi öğretmen yetiştirme programlarındaki uygulamaları zenginleştirilmek ve kanıta dayalı uygulamaların etkililiğini test etmek için daha fazla çalışma ile güçlü bir alan yazın oluşturulmasına ihtiyaç vardır.

Anahtar Kelimeler

• öğretmen yetiştirme
• genel alan bilgisi
• özelleşmiş alan bilgisi
• öğretim tasarımı geliştirme

Evaluating the Content Knowledge in Badminton of Preservice Physical Education Teachers: A Case Study

Öz

The purpose of this study was to examine the effectiveness of teaching a badminton content class in physical education teacher education (PETE). Content knowledge is divided into two large categories: common content knowledge (CCK), and specialized content knowledge (SCK). Ward (2009) defined CCK as the knowledge necessary to perform physical activity or a task, and SCK as the knowledge necessary to teach the physical activity or a task. Previous research has demonstrated low levels of preservice teachers’ (PSTs’) content knowledge. In this study we examined two research questions: (a) What are the pre-test scores of eight male PSTs for CCK, performance (CCK-P), SCK task progression knowledge, and SCK error analysis in badminton? and (b) What are the changes in pre-post scores for CCK, CCK-P, SCK task progression knowledge, and SCK error analysis after a badminton content class? Participants were eight male PSTs ranging from sophomore to senior year. All were assessed using pre-and-post tests of badminton CCK, CCK-P, instructional tasks, and error analysis. Data were reported descriptively to determine the difference between pre and post scores on the four variables. The results indicated that PSTs had low pretest scores on all four variables However, post-test scores following the completion of the badminton content class demonstrated improvement on all variables except for task progression. Our results highlight the importance of content knowledge training in PETE) programs. There is a critical need for additional research to ensure the effectiveness of evidence-based practice and build a body of literature that can enhance our practice in PETE.

Anahtar Kelimeler

• teacher education
• common content knowledge
• specialized content knowledge
• content development

Kaynakça

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