Mikro Öğretimin Beden Eğitimi Öğretmen Adaylarının Öğretim Stillerine Yönelik Tercihlerine ve Değer Algılarına Etkisi

Öz

Bu çalışmanın amacı, bir lisans dersinde mikro öğretim tekniği aracılığıyla deneyim kazanmanın, beden eğitimi öğretmen adaylarının öğretim stillerine yönelik tercihleri ile değer algılarına etkisi olup olmadığını belirlemektir. Tek grup ön test-son test deseninde yürütülen çalışmaya, bir devlet üniversitesinde öğrenim gören ve “Beden Eğitimi ve Spor Öğretimi” dersine kayıtlı beden eğitimi öğretmen adayları (n=31) katılmıştır. Verilerin toplanmasında, ‘Beden Eğitimi Öğretmenleri Öğretim Stilleri Değer Algıları’ ölçeğinden yararlanılmıştır. Verilerin analizinde ise Wilcoxon işaretli sıralar testi kullanılmıştır. Ön-son test öğretim stili tercihlerindeki değişmeler incelendiğinde, öğretmen adaylarının yalnızca katılım stiline yönelik tercihlerinde istatistiksel olarak anlamlı düzeyde artış meydana geldiği saptanmıştır (p<.05). Ek olarak, katılım (eğlence, öğrenme ve motivasyon), yönlendirilmiş buluş (öğrenme ve motivasyon) ve komut stilinin (öğrenme) öğrenciler için faydalı olduğuna yönelik algılarında artış olduğu tespit edilmiştir (p<.05). Sonuç olarak, mikro öğretim tekniği ile öğretim stillerine yönelik uygulama deneyimi kazanmanın beden eğitimi öğretmen adaylarının belirli öğretim stillerine yönelik kullanım tercihlerini ve değer algılarını etkilediği bulunmuştur.

Anahtar Kelimeler

• Beden eğitimi öğretmen adayları
• Mikro öğretim
• Öğretim stilleri yelpazesi

The Effect of Microteaching on PETE Students’ Preferences and Value Perceptions Regarding Teaching Styles

Abstract

The purpose of this study was to determine whether gaining experience through microteaching in an undergraduate course affects PETE students’ preferences toward teaching styles and their value perceptions. PETE students (n=31) attending a state university and studying in the ‘Physical Education and Sports Teaching’ course participated in the study, which was conducted in a one-group pretest-posttest design. In data collection, “Physical Education Teachers’ Perceptions of Teaching Styles” instrument was utilized. Wilcoxon signed-rank test was used to analyze the data. When the changes in pre-posttest teaching style preferences were analyzed, it was found that there was a statistically significant increase only in PETE students’ preferences for the inclusion style (p<.05). In addition, it was determined that there was an increase in their perceptions that the inclusion (fun, learning, and motivation), the guided discovery (learning and motivation), and the command style (learning) were beneficial for students (p<.05). In conclusion, it was found that gaining practical experience regarding teaching styles through microteaching affected PETE students’ use preferences and value perceptions towards certain teaching styles.

Keywords

• Microteaching
• PETE students
• Spectrum of teaching styles

Kaynakça

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