Physical Education Teacher Candidates Research Articles

THE MEASUREMENT OF CURIOSITY OF TEACHER CANDIDATES: A STUDY BASED ON BREADTH AND DEPTH OF INTEREST

The aim of this study was to investigate curiosity styles of teacher candidates. A total of 250 teacher candidates –classroom/physical education and sports- volunteered for the study. In the study Turkish version of Erwin’s (1998) two-factor curiosity scale was used as data gathering tool. In the evaluation of data first reliability and normality analyses were made. And MANOVA was used as hypothesis test at the %95 confidence level. This study showed that classroom teacher candidates' breadth of interest curiosity score was significantly higher in comparison with physical education and sport teacher candidates.

Design and Implementation of Appropriate Progressions for Preservice Physical Educators

This article illustrates key steps to augment physical education teacher candidates' ability to develop their lessons following a more appropriate progression of movement tasks, which is aligned with the National Standards for physical education teacher education regarding planning and implementation.

Navigating Academia: Developing a Road Map for a Professional Journey for Physical Education Teacher Candidates

Physical education teacher education programs provide teacher candidates with the knowledge, skills and dispositions required to impact student learning. Over the course of a long and successful career, however, quality physical education teachers must continue to adapt to the changing demands of their profession. The professional growth that results in the development of quality physical education teachers begins with their entry into the undergraduate professional education program, continues with their initial employment, and matures over the course of their professional career. Physical education teacher education programs provide experiences that lay the foundation for continued professional development and learning over the span of a professional teaching career. The purpose of this article is to share a descriptive model of sequential professional growth and examples of developmental activities that can be integrated into a teacher education program to facilitate this growth. The professional growth and development activities are described within the context of the following four stages: (1) awareness stage, (2) exploration stage, (3) connection stage, and (4) professional stage. Suggestions for developing a professional “road map” for charting the activities completed by candidates over the course of their undergraduate education are also presented with a list of suggested activities.

CSPAP Professional Preparation and Research Initiatives at the University of South Carolina

Several comprehensive school physical activity program (CSPAP) professional preparation and research initiatives are underway in the Department of Physical Education and Athletic Training at the University of South Carolina. The CSPAP learning experiences have been mostly integrated into existing courses to help candidates in physical education teaching, classroom teaching and teacher education to develop skills, knowledge and dispositions to lead CSPAPs. Physical education teacher candidates plan, implement and evaluate school- and community-based physical activity-promotion strategies spanning all CSPAP components. Classroom teacher candidates learn to integrate movement in academic classroom settings and advocate for CSPAPs. Doctoral students training to become physical education teacher educators or researchers teach and supervise teacher candidates, evaluate candidates' CSPAP work, and collaborate with faculty on interdisciplinary CSPAP research. These initiatives reflect progress, but they lack a sustained, sequential and systematic approach. Future efforts must focus on gaining the support of all faculty to pursue CSPAP preparation and research that strike a balance between traditional and emerging professional roles and responsibilities in the field.

Sharing Insights and Strategies from the University of West Georgia

Teacher candidates need real-world experience in planning, delivering and assessing a comprehensive school physical activity program (CSPAP) so they can be prepared and confident to assist with a CSPAP in whichever school employs them after earning their degree. Physical education teacher education (PETE) programs play a significant role in helping new teachers prepare for school-wide physical activity promotion. This article describes one approach used to assist preservice health and physical education teacher candidates with the development and implementation of specific CSPAP components in a real-world setting. PETE program faculty at the University of West Georgia worked closely with teacher candidates enrolled in the student teaching internship and developed and implemented a series of lectures for teacher candidates related to the successful implementation of a CSPAP in a local school, prior to the student teaching internship. All teacher education candidates in the student teaching internship were asked to assess the needs and opportunities for a CSPAP, develop a proposal for implementation, receive approval from program faculty, implement a CSPAP component, maintain the program, and keep and submit accurate records.

Internet and democracy: Is the Internet an important predictor for physical education teacher candidates’ attitudes towards democracy?

Today, in the digital age, the Internet usage is common among university students. The Internet is also an important platform for actively participating in democracy. This study explores physical e...

African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education

The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.

Playfulness, perceived stress and coping with stress approaches in teacher candidates in various departments

The purpose of this research is to examine the playfulness, perceived stress and overcoming the stress styles in teacher candidates, identify the relationships between. The research group of 338 ( =20.31±1.25) physical education, pre-school and classroom teachers, of which 242 were females ( =20.27±1.25) and 96 were males ( =20.44±1.25). As data collection tool, 'Playfulness Scale', 'Perceived Stress Scale' and 'Coping with Stress Scale' were used. In the analysis of data, Spearman Product Moment Correlation Analysis, Kruskal Wallis and Mann-Whitney U Tests from non-parametrical tests were used due to normal distribution conditions are not fulfilled. In regard to departments, significant difference was identified in teacher candidate's dimensions of playfulness scale and coping with stress scale (p<0.05). The results of physical education teacher candidates being more playful compared to teacher candidates in other departments, and pre-school and class teacher candidates using the consulting to social support approach more were reached.

Communication skills levels of Karabük University School of Physical Education and Sports students

The study was carried out in order to examine the communication skills of School of Physical Education and Sports in terms of different variables. 293 students attended to Karabük University Hasan Doğan School of Physical Education and Sports during 2014-2015 formed the study group. Communication Skills Assessment Scale which was developed by Korkut (1996) was used in the study. As a result of the study, it was found that although there was no significant difference in terms of gender between communication skills of students attending to Karabük University Hasan Doğan School of Physical Education and Sports, female students are highly skilled in communication than male students. It was also found that there is a significant difference between the communication skills of the students attending to Karabük University Hasan Doğan School of Physical Education and Sports in terms of grade levels. The study is expected to contribute especially to physical education teacher candidates’ communication problems and possible solutions of these problems.

English

The purpose of this study is to examine the opinions of physical education teacher candidates on the school experience course. The qualitative case study design was adopted for this study. The research group was composed of 67 teacher candidates. A semi-structured questionnaire was used in the study. The collected questionnaires were analyzed with Content Analysis Method. The concepts were evaluated in four main themes. The opinions of the candidates about the application were investigated in the first theme, the opinions of the candidates about the schools of practice were investigated in the second theme, the opinions of candidates about the activities in the school experience course were investigated in the third theme, and the opinions of the candidates about the practice instructor were investigated in the fourth theme. In conclusion, the study revealed that the opinions of the teacher candidates on school experience course were generally positive; practice teachers with strong personal relations and high professional experience increased the course success; the arrival of practice teachers in courses before prior preparation had a negative impact on candidates; and the instructor in charge of teaching the school experience course should be prepared excellently, particularly before the course, and monitor the implementation. Key words: School experience course, physical education teacher candidate, qualitative data analysis.

Physical education and sports students’ attitudes towards inclusive education (The sample of Kocaeli University)

The aim of this study was to observe if Physical Education and Sports students’ attitudes towards Inclusive Education differ or not. The research was done according to the scanning/screening model. “Personal information form” (2004) - (reformed by Orel and his friends) and “Attitude Scale related to Inclusion” (1995)-(reformed by Antonak & Larivee and adapted into Turkish by Kırcaali & Iftar ) were used for Kocaeli University School of Physical Education and Sports /Physical Education and Sports Department’s 1st grade and the 2nd grade students (121 students) who didn’t take the Inclusive Education class and the 3rd and 4th grade students (193 students) who took the Inclusive Education class. In the statistical analysis of the research, frequency values of the data (which were obtained from personal information forms) were surveyed and while analysing the data (obtained from the attitude scale related to inclusion) arithmetic average, standard deviation and t test (for the difference between two groups ) were applied.In statistical analysis and in all parameters numerical difference was seen on the side of the students who took inclusive education class but no statEistically significant difference was found . (P<0,05). As a result, it can be said that Inclusive Education class had a positive change on the attitudes of Physical Education teacher candidates towards inclusion.

The Predictive Power of the Self-efficacy Beliefs of Physical Education Candidate Teachers on their Attitudes towards the Assessment and Evaluation in Education

The aim of the research is to examine relationship between self-efficacy beliefs and attitudes for assessment and evaluation of physical education candidate teachers. In this research, the relational model has been used. Study group consists of 86 women (48%), 93 men (52%) and total 179 physical education teacher candidates (Mage=22.17, SD=1.61) who are studying at physical education department in three universities. As data collection tool “Self-Efficacy Perceptions of Candidate Teachers at Assessment and Evaluation in Education” and “Attitude toward Educational Measurement Inventory” has been used. In the analysis, addition to descriptive statistics, inferential statistics such as correlation and regression analysis has been used. It has determined that ''self-efficacy based-skill'' belief for assessment and evaluation in this research has a moderate effect size towards attitude for assessment and evaluation. Also, it has been shown that variables constituting self-efficacy belief subscale for assessment and evaluation have explained 10% of total variance for assessment and evaluation of attitude in education. Besides, it has been found that attitude and self-efficacy beliefs of teacher candidates for assessment and evaluation in education were high level.

Turkish students' computer self-efficacy from colleges of physical education and sports

The purpose of this research was to determine computer self-efficacy, performance outcome, personal outcome, affective outcome and anxiety level of physical education teacher candidates. Also influence of computer usage and taking computer course on computer self-efficacy level were determined too. The subjects of this study were physical education teacher candidates from 3 universities with a total of 452. Data were collected by survey which was developed by Compeau and Higgins in 1995 and translated to Turkish by researcher. The results of the study showed that there was no significant difference between male and female students in their computer self-efficacy, performance outcome, personal outcome and affective outcome but significant difference was found in their anxiety level with female students had lower anxiety level than male students. This study showed that as the duration and frequency of computer usage increases, students' computer self-efficacy increases too.

English

The purpose of this study is to determine the Facebook connection styles of physical education (PE) teacher candidates. The participants were composed of 626 (age = 21.21± 2.024) physical education teacher candidates from the departments of Physical Education and Sports. They teach in five different universities. It was done in 2014-2015 academic year. Research data were collected using Facebook Connection Styles Scale (FCSS). The mean scores obtained from the subscales and the total scale indicated that PE teacher candidates achieved the highest mean score on the subscale of “initiating”. It was also discovered that Facebook connection styles of PE teacher candidates differed in terms of gender, frequency of connection, the number of people in the friend list and whether the people in the friend list exist in the social circle. Key words: Physical education, Facebook, social network, Facebook connection styles.

Putting Your Client in Charge Through Better Communication With Cognitive CoachingSM

Putting Your Client in Charge Through Better Communication With Cognitive CoachingSM

Examination Of Health Life-Style Behavior Level Of Physical Education And Sports Teacher Candidates

Amaç: Bu çalışmanın amacı, beden eğitimi ve spor öğretmen adaylarının sağlık davranış düzeylerini belirlemektir.Yöntem: Bunun için 2013–2014 eğitim-öğretim yılında Kocaeli Üniversitesi Beden Eğitimi ve Spor Yüksekokulunda Beden Eğitim ve Spor Öğretmenliği Bölümü 4. sınıfta okuyan 84; 1.sınıfta okuyan 88 öğrenci olmak üzere toplam 172 öğrenciye sağlık davranışı ölçeği uygulanmıştır.Bulgular: Ölçek uygulamaları sonucu; öğretmen adaylarının sağlık davranışı; yaş, cinsiyet, okuduğu sınıf düzeyi, profesyonel spor yapma yılı, herhangi bir boş zaman etkinliğine katılıp katılmama durumu, öğrenci olarak kaldığı yer, ailenin son beş yıldır yaşadığı yer, anne ve baba eğitim düzeyi gibi değişkenler açısından anlamlı bulunmamıştır. Ekonomik durum ve amatör spor yapma yılı açısından ise anlamlı sonuçlar görülmüştür.Sonuç: Bu araştırma, sağlıklı yaşam biçimi davranışların gelir düzeyi ve spora katılımdan etkilendiğini göstermiştir.

Examination of the Relationship between Life Engagement and Internet Addiction of Physical Education and Sport Teacher Candidates in terms of Different Variables

The aim of this study is to examine the relationship between life engagement and internet addiction of physical education and sport teacher candidates.This descriptive research was carried out general screening model. The participants included 353 physical education and sport teacher candidates (142 female, 211 male) in two different universities. In the data collection process, Internet Addiction Scale and Life Engagement Scale were utilized. The relationships between life engagement, class level and gender were analyzed through independent groups t-test and the relationship between life engagement and internet addiction was analyzed through correlation technique. The results revealed that there was no significant relationship between life engagement and gender. However, a significance relationship was observed between life engagement and class level. In addition, a negative linear relationship between life engagement and internet addiction was found. The results of the study were discussed in light of the related literature.

Beden Eğitimi Öğretmen Adaylarının Okudukları Bölüme İlişkin Aidiyet Duygusunun Farklı Değişkenlere Göre İncelenmesi

Amaç: Beden eğitimi öğretmen adaylarının okudukları bölüme ilişkin aidiyet duygularının farklı değişkenlere göre incelenmesidir. Gereç ve Yöntemler: Araştırmaya, yaş otalaması 21,59 yıl standart sapması 2,14 olan toplam 370 gönüllü öğrenci katılmıştır. Veriler, Goodenow'e ait ve Türkçe uyarlaması Sarı tarafından yapılan Okula Aidiyet Duygusu Ölçeği (The Psychological Sense of School Membership Scale) ile toplanmıştır. Üniversite öğrencilerine yönelik geçerlilik ve güvenirlilik değerleri 'Açıklayıcı ve Doğrulayıcı Faktör Analizi' yoluyla 202 (123 kadın ve 79 erkek) üniversite öğrencisi üzerinde yeniden sınanmıştır. Elde edilen yapı için yeniden isimlendirme yapılmıştır. 'Bölüme Yönelik Aidiyet Duygusu Ölçeği'nin iç tutarlılık katsayıları 'Aidiyet Hissi' boyutu için ,86, 'Algılanan Değer' boyutu için ,69 ve 'Algılanan Kabul' boyutu için, 76 olarak bulunmuştur. Bulgular: Analiz sonuçlarına göre; yaş ve cinsiyete göre herhangi anlamlı farklılık elde edilmemişken; sınıf düzeyi ve başka bir üniversitede okumayı isteme durumuna göre ölçekten elde edilen puanlar arasında anlamlı farklılıklar elde edilmiştir (p<0,01). Sonuç: Yapılan bu çalışma ile sınıf düzeyi ve başka bir üniversitede okumayı isteme değişkenlerinin 'Bölüme Yönelik Aidiyet' duygusu açısından önemli olduğu saptanmıştır.

AKRAN ÖĞRETİMİYLE İŞLENEN OKUL DENEYİMİ DERSİ HAKKINDA ÖĞRENCİ GÖRÜŞLERİ VE KAZANIMLARI

Bu calismada universitede akran ogretimi ile islenen Okul Deneyimi dersinde ogreten ve ogrenen ogrencilerin kazanimlarini ve goruslerini belirlemek amaclanmistir. Arastirma 24 beden egitimi ogretmen adayinin gonullu katilimi ile gerceklestirilmistir. Arastirmanin verilerini elde etmek icin yari yapilandirilmis odak grup gorusmeleri kullanilmis ve verilerin cozumlenmesinde betimsel ve icerik analizi yontemleri kullanilmistir. Calismada elde edilen sonuclara gore akran ogretimi ogrenen ogrencilerde ogretmenlik becerilerini gelistirme, meslek ile ilgili eksikleri giderme, ogrencilerle etkili iletisim kurma yollarini anlama seklinde mesleki kazanimlara neden olurken, ogreten ogrenciler icin ise beden egitimi derslerinde uygulamanin ve pekistirec kullanmanin onemini anlamaya, planli calismanin onemini kavramaya, sinif yonetimi becerilerini gelistirmeye, meslekleri ile ilgili arastirma yapma firsati yaratmaya, ogretmenin gorev ve sorumluluklarini daha iyi anlamaya ve mesleklerine saygi duygusunu gelistirmeye katkida bulunmustur.

Physical Education Teacher Candidates' Beliefs About Instructing Students With Disabilities in Adapted Aquatics

The purpose of this study was to describe and explain teacher candidates’ beliefs about instructing students with severe disabilities in adapted aquatics as a requirement of their physical education teacher education (PETE) program. The participants were 10 PETE teacher candidates (6 male and 4 female) enrolled in adapted physical education courses coupled with an adapted aquatic practicum. This explanatory case study was situated in the theory of planned behavior. The data sources were face-to-face interviews, self-reflective journaling entries, and follow-up e-mail messages. Data were analyzed using constant comparative analysis, and we uncovered the following themes: (a) expectations unmet, (b) limited choice, and (c) experiential learning. Based on the findings, it is clear at least a minimal amount of course work in adapted physical activity (including adapted aquatic instruction) and in special education and hands-on experiences working with students with disabilities should be recommended, if not required, in PETE programs.