scholarly journals The Attitudes of Classroom Teacher Candidates Towards Physical Education Lesson

Author(s):  
GÖNÜL TEKKURŞUN DEMİR ◽  
Özlem Arslan ◽  
Halil İbrahim Cicioğlu ◽  
Ekrem Levent İlhan
2019 ◽  
Vol 9 (5) ◽  
pp. 63
Author(s):  
Mehtap Yıldız ◽  
Mahmut Gülle

It is important to determine the attitudes of physical education teacher candidates who will carry out physicaleducation courses in secondary and high schools and classroom teacher candidates who will carry out physicaleducation courses in primary schools. The purpose of this study is to determine the attitudes of physical educationand classroom teacher candidates towards teaching profession. The research was evaluated with a general surveymodel. The research group consisted of totally 280 teacher candidates; 168 of them study at School of PhysicalEducation and Sports in Physical Education and Sports Teaching Department, 122 of them study at the Faculty ofEducation Primary School Teaching Department in the 2017-2018 academic year Hatay Mustafa Kemal Universityin Turkey. As data collection tools Personal Information Form developed by the researchers and the “Attitude ScaleToward Teaching (ASTT)” developed by Erkus (2000) et al. were used. In the statistical analysis of the data, t-testand one-way analysis of variance (ANOVA) were used. In the result of the research, it was determined that theattitudes of physical education and classroom teacher candidates towards teaching profession were high, but it wasfound that physical education teacher candidates had higher attitudes than classroom teacher candidates.


2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Belete Mebratu

This study is an analysis of the reported observations of teacher candidates about the challenges and encouraging practices at schools following their field experiences visits required to meet course work and licensure for teaching.  The findings of the study indicate that the participants of the study observed that classroom teachers face the challenges of too much workload, meeting the needs of too many students who need support, lack of resources, classroom management, changes of curriculum and policies, and meeting the needs of diverse students. The candidates, however, are encouraged by their observations of the use and applications of a wide variety of instructional approaches, the prevalence of a culture of a community of learners and co-operations, discipline systems, applications of technology and inspiring teachers’ professionalism and commitment to make differences in the lives of their students. Ways of addressing the observed challenges include measures of providing support staff and assistants to the classroom teacher, supplying classrooms with adequate resources, efforts to involve parents and guardians in the education of their children and in the affairs of schools, refocusing teacher education programs on those reported areas of challenges classroom teachers face, and ongoing in-service trainings and professional development programs for teachers.  


2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Zsuzsa Nagy ◽  
Anetta Éva Müller

Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).


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