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Bu araştırma, beden eğitimi ve spor öğretmenleri ile sınıf öğretmenlerinin eğitsel oyun oynatma öz yeterliliklerinin çeşitli değişkenler açısından incelenmesi amacıyla gerçekleştirilmiştir. Araştırmada genel tarama yöntemi kullanılmıştır. Araştırmanın örneklem grubunu, Van merkezde görev yapan 314 öğretmen (sınıf öğretmeni 159, beden eğitimi öğretmeni 155) oluşturmaktadır. Verilerin toplanmasında, Altınkök ve Yılmaz tarafından (2018) geliştirilen ‘Eğitsel Oyun Oynatma Özyeterlilik Ölçeği’ kullanılmıştır. Verilerin analizinde Kolmagorov-Smirnov ve Shapiro-Wilk testlerinde normal dağılım göstermediğinden ikili değişkenler için Mann Whitney U, üçlü değişkenler için Kruskall Wallis testi yapılmıştır. Elde edilen bulgularda, yaş, branş, çalışılan kademe, oyun oynamayı tercih ettiği yer değişkenleri açısından planlama alt boyutlarında anlamlı farklılık tespit edilmiştir. Ancak, uygulama ve değerlendirme alt boyutlarında anlamlı bir farklılık tespit edilememiştir. Cinsiyet, meslek yılı, spor salonu olma durumu değişkenleri açısından anlamlı farklılık tespit edilememiştir. Katılımcıların tercih ettikleri oyun türü değişkenine göre, uygulama alt boyutunda anlamlı farklılık tespit edilmiştir. Ancak, planlama ve değerlendirme alt boyutları açısından anlamlı bir farklılık tespit edilememiştir. Oyun sonrası kendilerini değerlendirme değişkeni açısından ise planlama ve değerlendirme alt boyutlarında anlamlı farklılık tespit edilirken, uygulama alt boyutunda anlamlı farklılık tespit edilmemiştir. Sonuç olarak, beden eğitimi ve spor öğretmenleri ve sınıf öğretmenlerinin eğitsel oyun oynatma yeterliliklerinde planlama, uygulama ve değerlendirme aşamalarında eksikliklerinin olduğu, bu eksikliklerin beden eğitimi ve spor öğretmenlerin de daha fazla görüldüğü belirlenmiştir. Bu manada hizmet içi kurslarla öğretenlerin gelişimlerinin desteklenmesi önerilebilir.
This research was carried out with the aim of examining the body education and sports teachers and classmates’ educational game-play self-qualifications in terms of various variables. In the study, the general scan method was used. The study’s sample group consists of 314 teachers working at the Van Center (class teachers 159, body education teachers 155) In the collection of data, the 'Educative Game Playing Equality Scale' developed by Altınkök and Yılmaz (2018) has been used. In the analysis of the data in the tests of Kolmagorov-Smirnov and Shapiro-Wilk there was no normal distribution, Mann Whitney U for binary variables, Kruskall Wallis for triple variables were tested. In the findings obtained, significant differences in the planning subdimensions have been found in terms of age, branch, stage studied, place variables where he prefers to play. However, a significant difference in the implementation and assessment subdimensions has not been detected. There is no significant difference in gender, professional year, and the state of being a sports hall. Depending on the variable of the type of game that the participants prefer, a significant difference in the application sub-dimension has been detected. However, a significant difference in the subdimensions of planning and evaluation has not been detected. In terms of the variable of self-evaluation after the game, a significant difference is detected in the subdimensions of planning and evaluation, while a significant difference is not detected in the subdimensions of application. As a result, body education and sports teachers and class teachers have deficiencies in their educational play skills in the planning, implementation and evaluation stages, and these deficiencies are more common in body education and sports teachers. This can be recommended to support the development of teachers through the service courses.
This research was conducted aiming at examining the educational game management self-sufficiency levels of the physical education and sports teachers and primary school teachers in terms of certain variables. The general survey method was used in the study. The sample group of the study was comprised of 314 teachers (159 primary school teachers, 155 physical education and sports teachers) working in the Van city center. The ‘Educative Game Management Self-Sufficiency Scale’ developed by Altınkök and Yılmaz (2018) was used in the data collection. Since the data did not demonstrate a normal distribution in the analysis through the Kolmagorov-Smirnov and Shapiro-Wilk tests, the Mann Whitney-U test was employed for the paired comparisons and the Kruskal Wallis test was conducted for the triple comparisons. According to the findings, it was determined that there was statistically significant difference in the general average and planning sub-dimensions concerning the age, branch, working level, and the preferred game location variables; however, it was also determined that there was statistically no significant difference concerning the implementation and evaluation sub-dimensions. Similarly, it was determined that there was statistically no significant difference in the general average, planning, and evaluation sub-dimensions concerning the gender, working experience, existence of a sports hall, and game preferences variables; however, there was a statistically significant difference in the implementation sub-dimension. As per the post-game self-evaluation variable, there was a statistical significance in the general average and three sub-dimensions. As the conclusion, it was determined that there were deficiencies in the planning, implementation, and evaluation stages in game management self-sufficiency levels of the physical education and sports teachers and primary school teachers; it was also determined that the physical education and sports teachers had more deficiencies compared to the primary school teachers. In this context, it can be suggested that the developments of teachers can be supported through the in-service trainings.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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