The Opinions of Preservice Physical Education Teachers Towards the Physical Education Teaching Field Knowledge Test

Selim Asan,İlhan Şen

doi:10.5296/jei.v7i1.18181

Abstract

The aim of this study is to examine the opinions of preservice physical education teachers towards the teaching field knowledge test (TFKT). The test, which constitutes half of the score required to be appointed as a teacher is believed to determine the level of knowledge of preservice teachers in their fields of teaching. Preservice teachers’ opinions towards the field knowledge test are, therefore, noteworthy. The study was conducted with 18 preservice teachers (9 female, 9 male) who graduated from the physical education teaching departments of universities and took the teaching field knowledge testat least once. This study used the qualitative case design and the criterion sampling method, one of the purposive sampling types. Data were obtained using the interview technique, which included five semi-structured and non-directive, open-ended interview questions. MaxQDA 2020 qualitative data analysis program was used in the modelling of the research data. According to the results of the analysis, although the candidates stated positive opinions in relation to the function of the TFKT for discriminating between who is competent and who is not, choosing a well-equipped teacher, serving as a measurement tool and measuring professional competencies, the majority of the participants presented negative opinions about the field knowledge testin physical education teaching. The reasons for the negative opinions were that the test lacks a suitable distribution of questions, relies on memorization is too detailed, does not measure motor skills and does not match the undergraduate course content as well as having an excessively wide scope.

Highlights

The education system plays the most important role in training qualified manpower in Turkey, which is regarded as the main purpose of our education system (Çelikten, Şanal, Yeni, Çelebi, & Acar, 2005)
The aim of this study is to examine the opinions of preservice physical education teachers towards the teaching field knowledge test (TFKT)
In the National Education Fundamental Law No 1739 of the Ministry of National Education (MONE), the job of teaching is defined as a ‘profession of specialty’ and the qualifications to be sought in preservice teachers consist of general knowledge, specific field knowledge, and pedagogical field knowledge (MONE, 2011)

Summary

Introduction

The education system plays the most important role in training qualified manpower in Turkey, which is regarded as the main purpose of our education system (Çelikten, Şanal, Yeni, Çelebi, & Acar, 2005). Our education system is a dynamic structure formed by the combination of teachers, students, and education programs (Şişman, 2007). The most crucial elements of this dynamic structure are teachers who conduct education and training activities so that learning can be achieved, and are in the closest position to learners. In the National Education Fundamental Law No 1739 of the Ministry of National Education (MONE), the job of teaching is defined as a ‘profession of specialty’ and the qualifications to be sought in preservice teachers consist of general knowledge, specific field knowledge, and pedagogical field knowledge (MONE, 2011). The concepts can be defined as follows: General knowledge is the dimension that can help teachers to use their professional skills effectively and includes interdisciplinary experiences and knowledge of teachers in the education process (MONE, 2011). The pedagogical field knowledge includes ways of formulating a topic to others in an understandable way, whereas the teaching field knowledge is the knowledge of facts and concepts related to the teacher’s field of teaching (Shulman, 1987)

Objectives

Methods

Discussion

Conclusion