Abstract
The purpose of this research was to develop a pre-service teachers model in educational institutions of students in the field of physical education, Faculty of Education, a four-year program, using EDFR (Ethnographic Delphi Futures Research) techniques and focus group teaching techniques conducted by 18 experts and 12 group discussion participants with knowledge and abilities and acting as supervisors, mentors, and heads of professional experience training. The research instruments consisted of a semi-structured interview, questionnaires and group discussion guides. The statistics used in the research were median, mode and interquartile range. The results showed that the development of pre-service teachers in a four-year physical education program consisted of four themes: (a) management of the Faculty of Education, significant in the four-year format, 25 management; (b) organizing the courses, significant in the four-year format and 38 course arrangements; (c) development of students’ competency, significant in the four-year format and development of the 22 competencies; and (d) assessment and feedback, significant in the four-year format and 22-character assessment and feedback.
Highlights
Teachers are the most important educational resource that contributes to the success of a country's education system
The results showed that the development of pre-service teachers in a four-year physical education program consisted of four themes: (a) management of the Faculty of Education, significant in the four-year format, 25 management; (b) organizing the courses, significant in the four-year format and 38 course arrangements; (c) development of students’ competency, significant in the four-year format and development of the 22 competencies; and (d) assessment and feedback, significant in the four-year format and 22-character assessment and feedback
The results of interviews with the five experts on the pre-service teachers model in the field of physical education, Faculty of Education, a four-year program were compiled as follows
Summary
Teachers are the most important educational resource that contributes to the success of a country's education system. Educational leaders and pre-service teachers should notice the availability of using this influence and educational philosophy as a tool. It has been determined that pre-service teachers did not have an idea about technology and technological developments in the Industrial Age 4.0 (Bolat & Baş, 2018). This result is consistent with Sukdee (2021), who showed that students should have transformational leadership consisting of idealized influence, inspiration motivation, intellectual stimulation, and individualized consideration to prepare for economic changes in society and technology
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