Physical Education Teachers’ Experiences of Pedagogical Decision-Making

Öz

This study aimed to explore physical education teachers’ perspectives on the factors that shape their pedagogical decision-making in everyday teaching contexts. The study used a basic qualitative research design and included nine physical education teachers working in middle and high schools in different provinces of Türkiye. Data were collected through semi-structured individual interviews and analyzed using reflexive thematic analysis. Three main themes were identified: students’ affective responses, values and social relationships, and contextual conditions. Teachers described students’ enjoyment, motivation, and willingness to participate as important cues when evaluating how lessons were progressing and whether activities needed to be adapted. Their decisions also reflected the importance they placed on communication, cooperation, fair play, and social relationships among students. Physical space, available equipment, class size, student profiles, and environmental conditions influenced teachers’ choices of activities and teaching methods. Teachers adapted their lessons in response to these conditions while trying to maintain their intended learning goals. Overall, the findings show that pedagogical decision-making in physical education involves responding to students, considering social and value-related priorities, and adapting teaching to the conditions in which lessons take place.

Anahtar Kelimeler

• Physical education
• pedagogical decision-making
• teacher perspectives
• social interaction
• contextual conditions

Eğitimi Öğretmenlerinin Pedagojik Karar Verme Deneyimleri

Öz

Bu çalışma, beden eğitimi öğretmenlerinin günlük öğretim süreçlerindeki pedagojik karar verme süreçlerini şekillendiren faktörlere ilişkin bakış açılarını incelemeyi amaçlamıştır. Çalışmada temel nitel araştırma deseni kullanılmış ve Türkiye'nin farklı illerindeki ortaokul ve liselerde görev yapan dokuz beden eğitimi öğretmeni araştırmaya dahil edilmiştir. Veriler, yarı yapılandırılmış bireysel görüşmeler yoluyla toplanmış ve refleksif tematik analiz yöntemiyle analiz edilmiştir. Çalışmada üç ana tema belirlenmiştir: öğrencilerin duyuşsal tepkileri, değerler ve sosyal ilişkiler ile bağlamsal koşullar. Öğretmenler; dersin gidişatını değerlendirirken ve etkinliklerin uyarlanması gerekip gerekmediğine karar verirken, öğrencilerin keyif alma, motivasyon ve katılıma istekli olma durumlarını önemli ipuçları olarak tanımlamışlardır. Öğretmenlerin kararları ayrıca; iletişim, iş birliği, centilmenlik (fair play) ve öğrenciler arası sosyal ilişkilere verdikleri önemi de yansıtmıştır. Fiziksel mekan, mevcut ekipman, sınıf mevcudu, öğrenci profilleri ve çevresel koşullar; öğretmenlerin etkinlik ve öğretim yöntemi tercihlerini etkilemiştir. Öğretmenler, hedeflenen öğrenme amaçlarını korumaya çalışırken bu koşullara yanıt olarak derslerinde uyarlamalar yapmışlardır. Genel olarak bulgular, beden eğitiminde pedagojik karar verme sürecinin; öğrencilere yanıt vermeyi, sosyal ve değerlere dayalı öncelikleri göz önünde bulundurmayı ve öğretimi dersin gerçekleştiği koşullara göre uyarlamayı içerdiğini göstermektedir.

Anahtar Kelimeler

• Beden eğitimi
• pedagojik karar verme
• öğretmen bakış açıları
• sosyal etkileşim
• bağlamsal koşullar

Kaynakça

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