The effects of teacher-centered and learner-centered teaching on practice teaching of prospective physical education teachers

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2002
İnce, Mustafa Levent
The purpose of this study was to examine the effects of teacher-centered (TC) and learner-centered (LC) teaching methods on physical education value orientations, teaching style preferences, classroom interaction patterns, and teaching effectiveness of prospective physical education teachers in practice teaching. In order to achieve this goal, 32 senior physical education prospective teachers were randomly assigned into TC and LC groups prior to teaching methods course. In the teaching methods course, the TC group was taught mainly by lecturing, teacher-initiated questioning and homeworks, while the LC group was taught mainly by class discussion, e-mail discussion, group works, field observations and projects for 12 weeks. The teaching methods course was run by the researcher in both groups. Following the course, all subjects attented a 12- week practice teaching program at elementary schools. For data collection, before and after the teaching methods course and at the end of practice teaching, the uiValue Orientation Inventory, Teaching Style Checklist, A System for Coding for Direct and Indirect Teaching Behaviors, and the Qualitative Measures of Teaching Performance Scale were used. In addition, interviews were conducted with 8 prospective teachers, 4 from each group, to gather the qualitative data before and after the teaching methods course and at the end of practice teaching. Repeated measures ANOVA for value orientation inventory results, chi-square test for the teaching style results, and t-test for classroom interaction patterns and teaching effectiveness were performed. The interview data were subjected to qualitative analysis. Results indicated that there were no significant differences in value orientations, teaching style preferences, and teaching effectiveness between the TC and LC groups (p>0.05). However, a significant difference was found in 3 classroom interaction categories (p<0.05). These results indicated that the LC group spent less time dealing with classroom discipline and were more democratic toward their students in the lessons at the end of practice teaching. In addition, interview results revealed that the mentor teachers' quality and attitudes, classroom management, time, characteristics of the students, and the nature of internship were the most influential factors on the prospective teachers' instructional decisions in practice teaching.

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Citation Formats
M. L. İnce, “The effects of teacher-centered and learner-centered teaching on practice teaching of prospective physical education teachers,” Ph.D. - Doctoral Program, Middle East Technical University, 2002.