Modele dayalı uygulamada beden eğitimi öğretmenini güçlendiren ve yavaşlatan ögeler

Yıl 2015, , 73 - 82, 01.04.2015

Aksoy Gülay Keske Ferda Gürsel

https://doi.org/10.1501/Sporm_0000000271

Cited By: 1

Öz

Beden Eğitimi Lise Öğretim Programı’nda 2009’da yapılan değişiklikle derslerin işlenmesine yönelik yeni model uygulamaları önerilmiştir. Metzler (2005), öğretmenlerin seçebileceği öğretime rehberlik edebilecek 9 farklı öğretim modeli tanımlar. Bu modeller içinde Hellison’ un ortaya koyduğu ‘Bireysel ve Sosyal Sorumluluk Modeli’ (BSSM) beden eğitiminde özellikle duyuşsal özelliklerin öğrenciye kazandırılmasında yol gösterici olmaktadır. Ancak modelin yürütülmesinde öğretmenin rolünün iyi bilinmesi ve benimsenmesi gerekmektedir. Öğretmenlerin rollerini yerine getirirken modelin yürütülmesini güçlendiren ve yavaşlatan unsurlar, bu modeli uygulamayı düşünen beden eğitimi öğretmenlerine programlarını daha etkili tasarlamalarına yardım edecektir. Bu çalışmanın amacı, bireysel ve sosyal sorumluluk modelini dersinde uygulamış bir öğretmenin uygulamada karşılaştığı yavaşlatıcıları ve güçlendiricileri ortaya koymaktır. Eylem araştırması ile tasarlanan bu çalışmanın veri toplama araçları; öğretmen ve öğrenci günlükleri, danışman ve uzman görüşmelerinden elde edilmiştir. Veriler içerik analizi ile analiz edilmiştir. Bulgulara göre, model uygulamasını güçlendiren unsurlar; Öğretmen-uzman işbirliği, içerik seçimi ve iş arkadaşları ile olan etkileşimdir. Model uygulanmasını yavaşlatan unsurlar ise; ders hazırlığı yapma zorluğu (seviyelere göre etkinlik bulmama, ders planı yapma, yansıma alma), zaman yetersizliği ve değişen öğretmen rolüdür. Sonuç olarak, öğretmenler modele dayalı uygulamada kendi rollerini öğrenip deneyimleyerek uygulamalardaki etkililiği arttırabilirler

Anahtar Kelimeler

bireysel ve sosyal sorumluluk modeli, güçlendirici, yavaşlatıcı

THE ENHANCER AND INHIBITOR FACTORS THAT PHYSICAL EDUCATION TEACHER’S IMPLEMENTATİON IN MODEL-BASED PRACTICE

Öz

With the innovation of high school Physical Education curriculum in 2009, the new pedagogical model applications have been suggested for teaching. Metzler (2005), defines 9 different teaching models that will guide the teaching model the teachers will choose among. In these models, ‘Teaching Personal and Social Responsibility (TPSR)’ which Hellison proposed guides teachers in helping pupils gain particularly affective features in physical education. However, the role of a teacher should be well understood and it should be adopted in the implementation of the model. The factors, which enhance and inhibit the implementation of the model the teachers perform, would help the physical education teachers considering applying the model to design their programs more effectively. The aim of this study is to reveal the enhancers and inhibitors encountered during the implementation by a teacher who applied personal and social responsibility model in his/her class. In the study action research approach was employed and the data were obtained from teacher and student logs, and the consultant and expert interviews. Data were analyzed using content analysis. According to the findings, factors enhancing the implementation of the model were the teacher-expert collaboration, selection of content and interaction with colleagues. Factors inghibiting the implementation were difficulty in preparing a lesson (difficulty in finding activities according to level, lesson planning, and receiving reflection), lack of time and the changing role of teachers. As a result, teachers can increase the effectiveness of the application by learning and experiencing their roles in model based practice

Anahtar Kelimeler

personal and social responsibility model, enhancer, inhibitor

Kaynakça

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