Author/Authors :
Cengiz, Cevdet Çanakkale Onsekiz Mart Üniversitesi - Beden Eğitimi ve Spor Yüksekokulu, Turkey , Serbes, Şakir Çanakkale Onsekiz Mart Üniversitesi - Beden Egitimi ve Spor Yüksekokulu, Turkey
Abstract :
The purpose of this study was to analyze the pre-service physical education teachers’ (PPETs) teaching styles and perceived perceptions based on gender, university and previous sport experience. The participants (n=330) were selected from 9 universities among physical education teacher education (PETE) departments across seven geographical regions in Turkey. A validated Turkish version of “Physical Education Teachers’ Use of Teaching Styles and Perceptions of Styles Questionnaire” (Ince ve Hunuk, 2010) including demographic variables were employed. Multivariate analysis of variance (MANOVA), independent samples t-test and descriptive statistics were used for statistical analysis. According to the MANOVA, significant differences were observed among universities (Pillai’s Trace = .37, F(88,1871) = 1.28, p .05), participants’ previous sport experiences (Pillai’s Trace = .08, F(11,284) = 2.14, p .05), and preferred teaching styles. On the other hand, no significant difference was observed on the use of teaching style and gender of PPETs (Pillai’s Trace = .04, F(11,284) = 1.14, p .05). In addition, the independent samples t-test results indicated that the participants who preferred to use teacher-centered styles had significantly higher perceptions in command (M=11.69), practice (M=11.50), reciprocal (M=10.82) styles than those who did not prefer to use them (p .05). Descriptive findings indicated that command and practice styles were the most preferred teacher-centered styles. The current study revealed that PPETs preferred teaching styles and perceptions were mostly teacher-centered styles. It could be stated that courses in PETE curriculum should be structured with student-centered teaching styles.
