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Bu çalışmanın amacı beden eğitimi öğretmen adaylarının öz-yeterlik inancı ve öğretim tekniklerini seçebilme yeterlik algılarını tespit etmektir. Araştırma nicel araştırma yaklaşımından ilişkisel tarama modeli ile tasarlanmıştır. Araştırma, 2017-2018 Eğitim-Öğretim yılı bahar yarıyılında, Kırıkkale Üniversite’si Spor Bilimleri Fakültesi 3. ve 4. sınıf öğrencileri üzerinde gerçekleştirilmiştir. Bu öğrenciler fakültedeki farklı bölümden (Öğretmenlik n=66, Antrenörlük=38, Yöneticilik=79 ve Rekreasyon=44) öğrenciler olmak üzere toplam 227 öğretmen adayından oluşmaktadır. Veriler Çapa, Çakıroğlu ve Sarıkaya (2005) tarafından Türkçe’ye uyarlaması yapılan “Öğretmen Öz-yeterlik Ölçeği” ve Fırat Durdukaya ve ark. (2017) tarafından geçerlik ve güvenirlik çalışması yapılan “Öğretmen Adaylarının Öğretim Tekniklerini Seçebilme Yeterliği Ölçeği” aracılığıyla elde edilmiştir. Veri analizinde; betimsel istatistikler (aritmetik ortalama, standart sapma), bağımsız gruplar t-testi, tek yönlü varyans analizi, basit doğrusal regresyon analizi ve Pearson Correlation testi kullanılmıştır. Sonuç olarak öğretmen öz-yeterlik inancı öğretim tekniklerini seçebilme yeterliğini anlamlı şekilde yordamaktadır. Öğretim tekniklerini seçebilme yeterlik algısı ile öğretmen öz-yeterlik inancı arasında pozitif yönlü düşük düzeyde anlamlı ilişki saptanmıştır. Ayrıca öğretim tekniklerini seçebilme yeterlik algısı ve öğretmen öz-yeterlik inancı puan ortalamaları öğretmen adaylarının okudukları bölüme göre farklılık gösterirken; cinsiyet ve mezun olunan okul türüne göre anlamlı farklılık göstermediği belirlenmiştir. Bu bulgular ışığında; öğretmen öz-yeterlik inancı öğretim tekniklerini seçebilme yeterliği açısından önemli olduğu söylenebilir.
The aim of this study is to determine the self-efficacy beliefs of physical education teacher candidates and their perception of competence to choose teaching techniques. The research was designed with a relative search model, which is one of the quantitative research approaches. The research was conducted on the third and fourth year students of the Faculty of Sports Sciences of Kırıkkale University in the spring semester of 2017-2018 academic years. These students consist of a total of 227 teacher candidates (Physical education and sports teaching= 66, Coaching training = 38, Sport management = 79 and Recreation = 44) from the different departments in the faculty. Data were obtained by means of "Teacher Self-efficacy Scale" adapted by Rush, Rush and Rush (2005) and Rush and Rush. and (2017). The validity and reliability study was conducted by means of the "Teacher Candidate's Teaching Techniques Succeeding Sufficiency Scale" and "Personal Information Form" prepared by the researchers. In data analysis, descriptive statistics (arithmetic mean, standard deviation), independent groups t-test, one way variance analysis, simple linear regression analysis and Pearson Correlation test were used. As a result, teacher self-efficacy belief significantly predicts the adequacy of choosing teaching techniques. In addition, the ability to choose teaching techniques and the teacher self-efficacy belief score average differ according to the degrees read by the teacher candidates. Besides, it did not show any significant difference according to sex and graduated school type. In the light of these findings, it can be said that the teacher is important in terms of the ability to choose teaching techniques of self-efficacy beliefs.
The aim of this study is to determine the self-efficacy beliefs of physical education teacher candidates and their perception of competence to choose teaching techniques. The research was designed with a relational search model, which is one of the quantitative research approaches. The research was conducted on the third and fourth year students of the Faculty of Sports Sciences of Kırıkkale University in the spring semester of 2017-2018 academic years. These students consist of a total of 227 teacher candidates (Physical education and sports teaching= 66, Coaching training = 38, Sport management = 79 and Recreation = 44) from the different departments in the faculty. Data were obtained by means of "Teacher Self-efficacy Scale" adapted by Çapı, Çakıroğlu and Sarıkaya (2005) and Fırat Durdukaya et al. (2017). The validity and reliability study was conducted by means of the "Teacher Candidate's Teaching Techniques Succeeding Sufficiency Scale" and "Personal Information Form" prepared by the researchers. In data analysis, descriptive statistics (arithmetic mean, standard deviation), independent groups t-test, one way variance analysis, simple linear regression analysis and Pearson Correlation test were used. As a result, teacher self-efficacy belief significantly predicts the adequacy of choosing teaching techniques. In addition, the ability to choose teaching techniques and the teacher self-efficacy belief score averages differ according to the grades read by the teacher candidates. Besides, it did not show any significant difference according to sex and graduated school type. In the light of these findings, it can be said that teacher is important in terms of the ability to choose teaching techniques of self-efficacy beliefs.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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