Author/Authors :
Yıldız, Emre Cumhuriyet Üniversitesi - Sağlık Bilimleri Enstitüsü, Turkey , Kangalgil, Murat Cumhuriyet Üniversitesi - Beden Eğitimi ve Spor Yüksekokulu, Turkey
Abstract :
This descriptive study was conducted to identify physical education teacher’s professional competence, their teaching methods and encountered problems in the implementation of these methods. The research was conducted with 700 in-service teachers which serve in schools subordinated to Republic of Turkey Ministry of National Education of school year 2011/12. 503 of attendants (71.9%) are men and 197 of attendants (28.1%) are women. 289 teachers (41.3%) serve in primary schools and 411 (58.7%) teachers serve in high schools. An evaluation instrument developed by the researcher with 27 clauses was used in the research, which consists of gap-fill and five point likert questions related to demographical information, occupational competence and teaching methods. According to findings, when teachers’ occupational competence examined, it was shown that teachers answered questions such as having sufficient knowledge and practising their profession eagerly, paying attention to students’ improvement during lesson, making a preliminary for the lesson, carrying out transaction steps of lesson activities sequentially, helping students by overcoming their own deficiencies, taking adequate special teaching lessons in the graduation class, having sufficient knowledge by selecting special teaching method and teaching a lesson productive lesson in allocated time with the options of ‘always’ and ‘generally’. Teachers reported that they used to teach student-centred lessons and lesson time is partially sufficient to them. Most commonly used teaching methods among physical education teachers which attended the study are: reciprocal, command and practice methods; least commonly used methods among them are: learner’s individual designed program, guided discovery and self teaching methods; most useful methods among them are: practice and self check methods; methods attracting the students’ attention at most are: command, practice and reciprocal teaching styles. Given answers by participating teachers such as problems experienced by giving feedback, inadequate knowledge of teacher, inappropriate class environment, teacher-centred lessons, inadequate lesson periods, more extracurricular activities, reluctance of the student, lower level students in the current school are shown as reasons of the fact that teachers don’t use special teaching methods. Consequently, it is possible to say that most commonly used teaching methods among physical education teachers are command, practice and reciprocal methods, use special teaching methods in the lessons as well.
