Özet:

It is aimed to examine the views of classroom teachers working in primary schools on the concept of fair play in this research. In the study, which was prepared with the qualitative research method, phenomenological design was used. The sample group of the research consists of 17 classroom teachers who were determined by the easily accessible situation sampling method, which is one of the purposive sampling methods. Within the scope of semi-structured interview technique, individual interviews lasting 30 minutes were conducted with the classroom teachers. The participants were informed that their interviews would be recorded and then written in order to avoid data loss, and the interviews were started after the necessary permissions were obtained. Descriptive and content analysis methods were used in the analysis of written expressions. As a result of the analysis, it is seen that classroom teachers have knowledge about the concept of fair play, can explain fair play examples seen in daily life and evaluate student behaviours within this framework. In addition, teachers use rewarding, immediate correction, giving opportunity for self-evaluation, creating an ideal environment for empathy and punishment for appropriate situations to help students acquire the concept. In this context, it is thought that providing education and support to increase the existing knowledge and attitudes classroom teachers regarding the concept of fair play, and making arrangements to ensure fair and honest action in all structures within the school system will be effective in creating and maintaining awareness of using the concept in students.

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