Beden Eğitimi Öğretmen Adaylarının Giriş Yöntemleri Dersinde Ders Planlarına Yaptıkları Uyarlamalar

Abstract

Bu çalışmanın amacı, beden eğitimi öğretmenliği programının ilk yöntemler dersinde ders planlarındaki (DP'ler) temel uygulamalara yapılan uyarlamaları incelemektir. Ayrıca, temel uygulamalara yapılan uyarlamaların "değişiklik" mi (modifications) yoksa "iyileştirme" mi (refinements) olarak sınıflandırıldığı değerlendirilmiştir. Yöntemler. Eğitilmiş kodlayıcılar, öğretmen adaylarının (ÖA'lar) (n=71) giriş düzeyindeki yöntemler dersinde frisbee ve parkur ile ilgili öğretim bölümlerinden sonra DP'lerine yaptıkları uyarlamaları değerlendirmiştir. Ayrıca uyarlamaları ya "değişiklik" (yani, önemli bir değişiklik) ya da "iyileştirme" (yani, küçük düzenleme) olarak sınıflandırmışlardır. Sonuçlar. Genel olarak, frisbee'de 156 ve parkurda 342 uyarlama kodlanmış olup, her iki ders planında (frisbee ve parkur) ortalama 7 uyarlama yapılmıştır. Görev sunumu (tüm uyarlamaların %36'sı frisbee ve %32'si parkur için), aktif gözetim ve izleme (%20'si frisbee ve %25'i parkur için), yönetim (%20'si frisbee ve %15'i parkur için) ve içerik geliştirme (%16'sı frisbee ve %23'ü parkur için) en fazla uyarlanan alanlar olmuştur. Buna karşılık, hedefler ve değerlendirme (%5'i frisbee ve %2'si parkur için), kurallar ve rutinler (%3'ü hem frisbee hem de parkur için) nadiren uyarlanmıştır. Aktif gözetim ve izleme dışındaki çoğu uyarlamalar iyileştirme yerine değişiklik olarak sınıflandırılmıştır. Bu araştırma, öğretmen adaylarının ilk yöntemler dersinde nasıl uyum sağlayıcı yetkinlik geliştirdiklerine dair anlayışımızı derinleştirmektedir.

Keywords

• Temel Uygulamalar
• Eylem Üzerine Yansıtma
• Uygulamaya Dayalı Öğretmen Eğitimi
• Danışman Geri Bildirimi
• Öğretmen Gelişimi

Physical Education Preservice Teachers' Adaptations to Lesson Plans in an Introductory Methods Class

Abstract

The purpose of this study was to investigate the adaptations made to core practices in lesson plans (LPs) during the first methods class in a physical education teacher education program. In addition, it was assessed whether the adaptations to core practice were classified as modifications or refinements. Trained coders assessed preservice teachers’ (PSTs) (n=71) adaptations to LPs following their teaching episode in frisbee and parkour during an introductory methods class. They also classified the adaptation as either a modification (i.e., substantial change) or a refinement (i.e., finetuning). Overall, 156 adaptations were coded in frisbee and 342 in parkour, with an average of 7 adaptations per lesson plan for both frisbee and parkour. Respectively task presentation (36% of all adaptations for frisbee and 32% for parkour), active supervision and monitoring (20% for frisbee and 25% for parkour), management (20% for frisbee and 15% for parkour), and content development (16% for frisbee and 23% for parkour) were adapted the most by PSTs. In contrast, adaptations for goals and assessment (5% for frisbee and 2% for parkour), and rules and routines (3% for both frisbee and parkour) were rarely made. Most adaptations were modifications instead of refinements, except for active supervision and monitoring. This research deepens our understanding of how preservice physical education teachers develop adaptive competence in a first methods class.

Keywords

• Core Practices
• Reflection-On-Action
• Practice-Based Teacher Education
• Supervisor Feedback
• Teacher Development

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