LEARNING FROM CHILDREN, LISTENING TO CHILDREN: TEACHERS’ VOICES IN MEANINGFUL PHYSICAL EDUCATION

Öz

Bu araştırma, beden eğitimi öğretmenlerinin Anlamlı Beden Eğitimi (ABE) yaklaşımına ilişkin deneyimlerini, farkındalıklarını ve pedagojik uygulamalarını ortaya koymayı amaçlamaktadır. Yöntem olarak nitel araştırma desenlerinden fenomenoloji yaklaşımı benimsenmiş, maksimum çeşitlilik örnekleme yöntemiyle Türkiye’nin farklı illerinde görev yapan 12 beden eğitimi öğretmeniyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen veriler içerik analizi ile çözümlenmiş ve öğretmen görüşlerine dayalı olarak yedi ana tema belirlenmiştir: sosyal etkileşim, eğlence ve motivasyon, meydan okuma, motor yeterlik, kişisel anlam, yansıtıcı öğretim ve zorluklar. Bulgular, öğretmenlerin derslerinde öğrenciler için anlamlı deneyimler oluşturabilmek amacıyla oyun temelli etkinlikler, iş birlikli öğrenme, bireysel farklılıklara duyarlılık ve yansıtıcı uygulamalara sıklıkla yer verdiklerini göstermektedir. Bununla birlikte, zaman kısıtlılığı, fiziki imkân yetersizliği ve öğrenci çeşitliliği gibi engeller, ABE uygulamalarının sürekliliğini zorlaştırmaktadır. Araştırmamız, ABE literatüründeki kavram ile bulguları doğrulamakta ve bu kavramların sınıf içi uygulanabilirliğini öğretmenlerin sesiyle desteklemektedir. Elde edilen sonuçlar, beden eğitimi öğretiminde anlamlılık vurgusunu artırmanın öğrencilerin yaşam boyu fiziksel aktiviteye istekli katılımı ve olumlu fiziksel benlik gelişimi için önemli olduğunu bir kez daha gözler önüne sermektedir. Çalışma, teorik açıdan MPE literatürüne katkı sunmakta; uygulama açısından ise yeni bir model olarak öğretmenlerin sınıf içi pratiklerini yeniden yapılandırmalarına yönelik yol gösterici nitelik taşımaktadır.

Anahtar Kelimeler

• Anlamlı Beden Eğitimi
• öğretmen görüşleri
• sosyal etkileşim
• yansıtıcı öğretim
• motor yeterlik

LEARNING FROM CHILDREN, LISTENING TO CHILDREN: TEACHERS’ VOICES IN MEANINGFUL PHYSICAL EDUCATION

Öz

This study aims to reveal physical education teachers' experiences, awareness and pedagogical practices regarding the Meaningful Physical Education (MPE) approach. Phenomenology approach, one of the qualitative research designs, was adopted as the method, and semi-structured interviews were conducted with 12 physical education teachers working in different provinces of Turkey using the maximum diversity sampling method. The data were analyzed through content analysis and seven main themes were identified based on the teachers' views: social interaction, fun and motivation, challenge, motor competence, personal meaning, reflective teaching and challenges. The findings show that teachers frequently use game-based activities, cooperative learning, sensitivity to individual differences and reflective practices to create meaningful experiences for students in their lessons. However, obstacles such as time constraints, lack of physical facilities and student diversity make it difficult to sustain MPE practices. Our research confirms the concepts and findings in the MPE literature and supports the applicability of these concepts in the classroom with teachers' voices. The results once again demonstrate that increasing the emphasis on meaningfulness in physical education teaching is important for students' willing participation in lifelong physical activity and positive physical self-development. The study contributes to the MPE literature from a theoretical point of view; and as a new model, it provides guidance for teachers to restructure their classroom practices from a practical point of view.

Anahtar Kelimeler

• Meaningful Physical Education
• teacher perspectives
• social interaction
• reflective teaching
• motor competence

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