Educational Beliefs of Prospective Physical Education and Sports Teachers

Yunus Emre Karakaya,İsmail Polatcan,Tamer Karademir,Fatih Mehmet Ugurlu,Metin Yilmaz

doi:10.5296/jei.v7i2.19109

Abstract

This study was conducted to reveal the educational beliefs of prospective physical education and sports teachers, who receive education at the higher education level in Turkey, according to dependent and independent variables. Within this scope, the “Educational Belief Scale” was used to collect the data from 359 prospective teachers. The data collected from the sample were first analyzed by SPSS 22.0 package software. In the correlation analysis, it was observed that the “Educational Beliefs Scale” and the progressivism subscale were correlated very strongly and positively, which was the strongest correlation in the analysis (r = 0.918; p < 0.05). In the regression analysis, four different model structures were created, where it was determined that the subscale with the highest prediction power for the “Educational Beliefs Scale” was the progressivism subscale that predicted 84% of the variance of the “Educational Beliefs Scale” (R2 = 0.840). In conclusion, it was discovered that the prospective teachers did not internalize the fundamentalism, which is included in the traditional educational philosophy. Significant responsibilities fall on the shoulders of academics and decision-makers to enable prospective teachers to save the valuable sections of basic information and values of the past and transfer them to new generations while approaching teaching with a perspective that promotes the potential of new generations in building a better civilization upon the achievements of past generations.

Highlights

Education is of utmost importance for philosophy to be beneficial to humanity and develop healthily
Significant responsibilities fall on the shoulders of academics and decision-makers to enable prospective teachers to save the valuable sections of basic information and values of the past and transfer them to new generations while approaching teaching with a perspective that promotes the potential of new generations in building a better civilization upon the achievements of past generations
It was determined that the educational beliefs of prospective physical education and sports teachers included higher levels of modern philosophical movements

Summary

Introduction

Education is of utmost importance for philosophy to be beneficial to humanity and develop healthily. The contributions of philosophy to education include goal setting and development. The criteria obtained from philosophy enable the education system to be evaluated in terms of its internal consistency. Philosophy sets criteria for training qualified individuals while determining the perspective of individuals toward other individuals. Educational philosophy plays numerous active roles such as determining the acquisitions of education, creating course contents, setting teaching methods and techniques, choosing assessment and evaluation tools, evaluating programs, and models of disciplines used by teachers (Aslan, 2017). Beliefs and perspectives toward education are vital mediums in determining the aims of education. These beliefs guide teachers, prospective teachers, educational politicians as well as serving a function of motivating and activating students. 2021, Vol 7, No 2 educational philosophies, such as perennialism and fundamentalism, are regarded as rather traditional educational philosophies while educational philosophies, such as progressivism and reconstructionism and existentialism, are regarded as modern educational philosophies (Çetin et al, 2012)

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Discussion

Conclusion