Deneyimli beden eğitimi öğretmenlerinin sağlıkla ilgili fiziksel uygunluk bilgi düzeyleri ve bilgi içselleştirme süreçleri

Bu çalışmanın amaçları, MEB tarafından bulundukları illerde diğer öğretmenlere alanlarındaki güncel gelişmeler konusunda rehberlik ve danışmanlık yapmaları için görevlendirilmiş, deneyimli (koordinatör formatör) beden eğitimi öğretmenlerinin sağlıkla ilgili fiziksel uygunluk (SFU) bilgi düzeylerini belirlemek ve a) bilgi düzeyi yüksek ve derslerinde bunları kullananlar, b) bilgi düzeyi yüksek ama derslerinde bunları kullanmayanlar, c) bilgisi hatalar içerenler ve d) bilgisi yetersiz olanların SFU bilgi içselleştirme süreçlerini incelemektir. Yaş ortalamaları 38.3 (SS=5.4) yıl ve kıdem ortalamaları 14.6 (SS=5.3) yıl olan 79 deneyimli öğretmeneSFU Bilgi Testi ve SFU Bilgi ve Öğretme Yeterliği Özdeğerlendirme Ölçeği uygulanmıştır. Daha sonra öğretmenler bilgi düzeylerine göre çalışma amacı içindeki dört gruptan birine yerleştirilmişlerdir. Her gruptan rasgele örneklem yolu ile seçilmiş 5 veya 6 öğretmen (toplam 22 öğretmen) ile her grupla ayrı olmak üzere dört odak grup görüşmesi yapılmıştır. Sonuç olarak, öğretmenlerin SFU bilgi düzeylerinin büyük ölçüde yetersiz olduğu, bu öğretmenlerin bilgi düzeyi ve yaşadıkları bilgi içselleştirme süreçleri açısından kendi aralarında önemli farklılıkları olduğu saptanmıştır. Gelecekte düzenlenecek mesleki gelişim programlarında, öğretmenlerin SFU bilgileri açısından gruplara özgü ortaya çıkan ihtiyaçlarına odaklanılmalıdır.

Experienced physical education teachers health-related fitness knowledge level and knowledge internalization processes

The purpose of this study were to identify the health-related fitness (HRF) knowledge level of experienced physical education teachers who were selected for guiding and advising the teachers in their regions by Ministry of Education in Turkey, and to examine the HRF knowledge internalization processes of teachers who were a) high in knowledge level and use it in their classes, b) high in knowledge level but not use in their classes, c) have misconceptions in their knowledge, and d) low in knowledge level. HRF Knowledge Test and HRF Knowledge Level and Teaching Competency Self-Evaluation Scale were applied to 79 teachers with a mean age of 38.3 (SD=5.4) years, and mean teaching experience of 14.6 (SD=5.3) years. Then, teachers were located in one of the four groups stated within the study purpose, according to their HRF knowledge levels. Four focus group interviews were conducted separately with each group, including 5 or 6 randomly selected teachers from each pre-organized group (totally 22 teachers). In conclusion, it was found that teachers HRF knowledge was low and teachers HRF knowledge level and their experiences in knowledge internalization processes were quite different among themselves. In future professional development programs, the focus should be in teachersspecific needs by their HRF knowledge levels.

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