scholarly journals Selim Sırrı Tarcan: a Pioneer in the Development of Physical Education and Sports in Turkey

2012 ◽  
Vol 54 (1) ◽  
pp. 41-48
Author(s):  
Gıyasettin Demirhan ◽  
Ferman Konukman
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Informal Education ◽  
Physical Education Teacher ◽  
National Assembly ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Physical Educator ◽  
Education In Turkey ◽  
Significant Figures

Selim Sırrı Tarcan: a Pioneer in the Development of Physical Education and Sports in TurkeySelim Sırrı Tarcan was one of the most important significant figures of modern physical education teacher education in Turkey. He played a crucial role in the organization of physical education and sports in schools and Olympic Games in Turkey. Tarcan served as a soldier, physical educator and director of the Turkish Grand National Assembly. Tarcan also wrote articles in the newspapers, held conferences on the radio and organized several meetings for spreading the physical education and sports for the purpose of public adoption. He held the first conference in the field in Istanbul when he returned from Sweden. Therefore, the purpose of this article is to explain contributions of Tarcan in four areas: his interest in physical education and sports, teacher preparation, contribution to formal, and informal education in Turkey.

scholarly journals Who wants to be a Physical Education Teacher? A Case Study of a Non-Traditional Undergraduate Student in a Physical Education Teacher Education Program

2014 ◽  
Author(s):  
Scott Ronspies
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Social Factors ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Traditional Student ◽  
Physical Education Teacher Education ◽  
Physical Educator

Forty percent of undergraduate students are non-traditional students. The purpose of this study was to identify what attracted the participant to physical education, identify what situational/social factors facilitated the career choice, and the beliefs of the participant about what it meant to be a physical educator. The study consisted of one male non-traditional student. Artifacts, observation, and interview methods were employed to gain an understanding of why the participant wanted to become a physical educator and what were the beliefs of the participant about physical education teaching or teachers. Findings indicated the participant was attracted to physical education by his love for physical activity, sport, and the chance to work with youth. His socialization into physical education was influenced by situational and social factors, such as positive experiences with a teacher/coach, positive support of family and friends, and his strong beliefs/values for physical education/teaching.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

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