scholarly journals The reflections of pedagogical formation education practices on physical education teacher trainingPedagojik formasyon eğitimi uygulamasının beden eğitimi öğretmenliğine yansımaları

2016 ◽  
Vol 13 (1) ◽  
pp. 1862 ◽  
Author(s):  
Cenk Temel ◽  
Mustafa Altınkök ◽  
N. Bahadır Kayışoğlu
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Structured Interview ◽  
Management Style ◽  
Main Theme ◽  
Sports Management ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Coaching Education ◽  
Management Students

In this study, the purpose is examining the reasons of choosing the profession by coaching education and sports management department students who are receiving pedagogical formation education, and revealing the reflection of the applications in physical education teacher departments. The study group consists of 17 students studying at Physical Education and Sports Department, 8 coaching education students, 9 sports management students, who receive pedagogical formation education at 3 different universities. The Purposeful Sampling Method has been used in the study. Since the aim in the study is revealing the perceptions and events in a realistic and holistic manner, the Interview Technique, which is one of the Qualitative Research Methods, and Semi-Structured Interview Forms have been used in the study.When the analysis results of the study are examined, it has been determined that the findings consist of two main themes. The “Pedagogical Formation Education”, which is the first main theme, consists of six sub-themes; and the “Physical Education Teaching Department”, which is the second main theme, consists of four sub-themes. The participants stated that they considered the Pedagogical Formation Education as a way of employment in state institutions; and added that the contents, duration, internship practices of Pedagogical Formation Education, and specific knowledge on the field of Physical Education is not provided adequately for them during their education. They added that the Physical Education Teaching was their dream jobs, and they had the required knowledge and equipment for this job; and the Pedagogical Formation Certificate was a necessity because it was a missing point at their department. The participants stated that Formation Education Certificate Programs being provided to the students coming from other departments except for teaching departments was not fair in fact, and this would create a disadvantage for the students who studied in Physical Education Departments. As a conclusion, it may be claimed that the temporary and daily solutions in teacher training departments and therefore the application and management style of Pedagogical Formation Education influence the viewpoints of the coaching education and sports management department students, who are receiving Pedagogical Formation for this purpose, about the teacher training programs and physical education teaching department in a negative manner. ÖzetBu araştırmada pedagojik formasyon eğitimi almakta olan antrenörlük eğitimi ve spor yöneticiliği bölümü öğrencilerinin bu eğitimi alma nedenleri ile söz konusu uygulamanın beden eğitimi öğretmenliğine yansımalarının incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, amaçlı örneklem yöntemi ile üç farklı üniversitede yürütülen pedagojik formasyon eğitimi alan, 8 antrenörlük eğitimi, 9 spor yöneticiliği bölümünde okuyan toplam 17 beden eğitimi spor yüksekokulu öğrencisi oluşturmaktadır. Araştırmada, algıların ve olayların gerçekçi ve bütüncül bir biçimde ortaya konulması hedeflendiği için, nitel araştırma yöntemlerinden, görüşme (röportaj) tekniği ve verilerin toplanmasında yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verilerine ilişkin analiz sonuçları incelendiğinde, bulguların iki ana temadan oluştuğu görülmüştür. Birinci ana tema olan “Pedagojik Formasyon Eğitimi”nin altı alt temadan, ikinci ana tema olan “Beden Eğitimi Öğretmenliği”nin ise dört alt temadan oluştuğu belirlenmiştir. Araştırma bulgularında katılımcıların pedagojik formasyon eğitimini; öncelikle devlette istihdam olanağı olarak gördüklerini, pedagojik formasyon eğitimin içeriği, süresi, staj uygulamaları ve beden eğitimi alanına özgü bilgilerin yetersiz biçimde verildiğini ifade etmişlerdir. Beden eğitimi öğretmeni olmanın hayallerindeki meslek olduğunu, bunun için yeterli bilgi ve donanıma sahip olduklarını, pedagojik formasyonun ise eksik kaldığı için alınması gereken bir belge olduğunu belirtmişlerdir. Katılımcılar formasyon eğitimi sertifika programlarının öğretmenlik bölümü dışındaki öğrencilere verilmesinin aslında adil olmadığını, bu durumun beden eğitimi öğretmenliği bölümünde okuyanlar için bir dezavantaj yaratacağını ifade etmişlerdir. Sonuç olarak, öğretmen yetiştirmede meydana gelen geçici ve günlük çözümlerin, dolayısıyla pedagojik formasyon eğitiminin, uygulama ve yönetim biçiminin beden eğitimi öğretmeni olmak isteyen ve bu amaçla pedagojik formasyon eğitimi alan antrenörlük eğitimi ve spor yöneticiliği bölümleri öğrencilerinin öğretmen yetiştirme ve beden eğitimi öğretmenliğine ilişkin bakış açılarını olumsuz olarak etkilediği söylenebilir.

scholarly journals Sistemas de evaluación en la formación del profesorado de Educación Física: un estudio de casos en contexto chileno (Assessment systems in Physical Education teacher training: a case study in Chilean context)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 117-126
Author(s):  
Francisco Gallardo Fuentes ◽  
Bastian Ignacio Carter-Thuillier ◽  
Víctor Manuel López-Pastor ◽  
Rodrigo Ojeda-Nahuelcura ◽  
Teresa Fuentes-Nieto
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Cognitive Skills ◽  
Assessment System ◽  
Physical Education Teacher ◽  
Cross Sectional ◽  
University Professors ◽  
Education Teacher ◽  
Assessment Systems

  La evaluación ha dejado de ser una instancia que solo certifica el logro alcanzado a través de una calificación, sino que actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio es: Identificar las capacidades cognitivas, los elementos del programa de asignatura y los procedimientos e instrumentos de evaluación empleados durante la Formación Inicial de profesores de Educación Física (FIPEF) en tres campus universitarios del sur de Chile a partir de la percepción de los estudiantes y académicos. Bajo un enfoque cuantitativo y un diseño de estudio de casos de tipo descriptivo y comparativo de corte transversal, se aplica el “Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física”. La muestra la conforman 162 estudiantes que cursan FIPEF y 44 profesores. Los principales resultados dejan ver una marcada presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado; por ejemplo, cuando el profesorado indica enfocar sus metodologías evaluativas a capacidades cognitivas como la “aplicación y comprensión”, el alumnado tiene una apreciación significativamente diferente. A modo de conclusión, se advierte la presencia de intencionalidad formativa en la entrega de información sobre los aprendizajes a través de los sistemas de evaluación, con la tarea de avanzar a una planificación didáctica, donde la evaluación sea coherente con las metodologías que se despliegan en el aula.  Abstract. Assessment has ceased to be an instance that only certifies the achievement reached through a qualification, but is currently understood as a fundamental element to favour the teaching-learning processes. The aim of this study is: To identify the cognitive abilities, the elements of the subject syllabus and the assessment procedures and instruments used during the Initial Physical Education Teacher Training at three university campuses in the south of Chile, based on the perception of students and university professors. Under a quantitative approach and a descriptive and comparative cross-sectional case study design, the "Questionnaire for the study the assessment system in training of pre-service physical education teachers" was applied. The sample consisted of 162 pre-service teachers and 44 university professors. The main results show a marked presence of traditional assessment methodologies and instruments, as well as a differentiated appreciation between pre-services teachers vs. university professors; for example, when professors indicate that they focus their assessment methodologies on cognitive skills such as "application and understanding", students have a significantly different appreciation. In conclusion, we note the presence of formative intentionality in the delivery of information on learning through assessment systems, with the task of moving towards didactic planning, where assessment is coherent with the methodologies that are deployed in the classroom.

scholarly journals Examination of Obesity Awareness Levels of Physical Education Teacher and Coaching Education

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Ayça Genç ◽  
Aygül Çağlayan Tunç
Keyword(s):  
Physical Education ◽  
Personal Information ◽  
Average Score ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Coaching Education ◽  
Significant Difference ◽  
Package Program ◽  
And Gender ◽  
Level Of Significance

In this study, it was aimed to examine obesity awareness levels of physical education teacher and coaching education students.251 (103 women, age:20,36 ± 2,31 years, BMI:20,02±2,23 kg) who studied in the Department of Coaching and Physical Education of Bartin University Faculty of Sport Sciences in 2019-2020 academic year were included in this study. 147 male, age:20.15±2.32 years, BMI:21.42±2.67 kg/m2) students participated voluntarily. Obesity Awareness Scale was developed by Allen (2011) and adapted to Turkish by Kafkas and Özen (2014) and personal information form including age, gender and department variable were applied to the participants. The data obtained in the study were analyzed with SPSS 20.0 statistical package program and the level of significance was taken as (p <0.05). The overall internal consistency of the scale was found to be 0.87. In the study, t-test was used for pairwise comparisons of parametric tests. In our study, no significant difference was found between gender variable and obesity awareness (p>.05). There was no significant difference between obesity awareness and department variable (p>.05). When the obesity awareness scores were examined, the average score of the students of the coaching department was average 62.23 meanwhile the teaching department students average score 62,91. It was found that both physical education teachers and coaching department students had high obesity awareness, but there was no significant difference between the groups in terms of department and gender variables and obesity awareness.

scholarly journals Inserção do professor de educação física no programa de ensino integral

2020 ◽  
Vol 4 (3) ◽  
pp. 259
Author(s):  
Guilherme Augusto da Silva ◽  
Mário Lucio de Amorim Filho ◽  
Glauco Nunes Souto Ramos
Keyword(s):  
Physical Education ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Education Professional ◽  
Regular Classes ◽  
Estudio De Caso

ResumoO Programa de Ensino Integral (PEI) possui a proposta de aumentar a carga horária e alterar a matriz curricular das escolas fundamentadas pela Base Nacional Comum Curricular, acrescentando atividades além das aulas regulares. O artigo tem o objetivo de analisar a inserção profissional de um professor de Educação Física no PEI. Foi realizado um estudo de caso com abordagem qualitativa, através de uma entrevista estruturada com o professor. A partir disso, foram evidenciadas as temáticas relacionadas à trajetória profissional do professor, à inserção docente ao PEI e aos aspectos positivos e negativos do Programa. Com isso, percebeu-se que tanto a proposta em si quanto a parte diversificada do PEI são consideradas boas, porém, as atribuições específicas ao professor são excessivas e conseguiriam ser amenizadas com a contratação de mais professores no Programa. Sugere-se novos estudos com mais professores de Educação Física e outros atores educacionais.Palavras-chave: Educação Física Escolar. Inserção Profissional. Estudo de Caso.Insertion of physical education teacher in the programa de ensino integralAbstractThe Programa de Educação Integral (PEI) has the purpose of increasing the classess time and change the education content of schools based on the Base Nacional Comum Curricular, by adding extra activities to regular classes. This paper aims to analyze the experience lived by a teacher of physical education in PEI. A case study was carried out with a qualitative approach, by a structured interview with the teacher. From this study, it was highlighted the themes related to the teacher's professional trajectory, the teacher's insertion to this program and its positive and negative aspects. In this way, it was concluded that both the proposal and the diversified aspect of PEI are considered good, however, specific attributions to the teacher are excessive and could be softened by hiring more teachers for this program. Further studies with more teachers of physical education and other educational actors are suggested.Keywords: School Physical Education. Professional Insertion. Case Study.Inserción de profesor de educación física en el programa de ensino integralResumenEl Programa de Educação Integral (PEI) tiene el propósito de aumentar el tiempo de clases y cambiar el contenido educativo de las escuelas en la Base Nacional Comum Curricular, agregando actividades extra a las clases regulares. Este trabajo tiene como objetivo analizar la experiencia vivida por un docente de educación física en el PEI. Se realizó un estudio de caso con enfoque cualitativo, mediante entrevista estructurada con el docente. De este estudio se destacaron los temas relacionados con la trayectoria profesional del docente, la inserción del docente en el programa y sus aspectos positivos y negativos. De esta manera, se concluyó que tanto la propuesta como el aspecto diversificado del PEI se consideran buenos, sin embargo, las atribuciones específicas al docente son excesivas y podrían suavizarse contratando más docentes para este programa. Se sugieren más estudios con más profesores de educación física y otros actores educativos.Palabras clave: Educación Física Escolar. Inserción Profesional. Estudio de Caso.

scholarly journals Competency based Physical Education teacher training: the case of a chilean university

2018 ◽  
Vol 30 (1) ◽  
pp. 3003
Author(s):  
Franklin Castillo Retamal ◽  
Amauri Aparecido Bassoli de Oliveira ◽  
Ricardo Souza de Carvalho ◽  
Marcelo Castillo-Retamal ◽  
César Faúndez-Casanova
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Competency Based
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