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

Download

123078.pdf

Date

2002

Author

İnce, Mustafa Levent

Metadata

Show full item record

Item Usage Stats

276
views

0
downloads

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.

Subject Keywords

Effective teaching, Teaching, Classroom environment, Teacher-student relationships, Values, Value orientations, Classroom interaction patterns, Teaching style preferences, Teaching effectiveness, Prospective teachers

URI

https://hdl.handle.net/11511/12889

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Experienced Physical Education Teachers' Use and Perceptions of Teaching Styles during the Educational Reform Period İnce, Mustafa Levent (2010-07-01) In this study, experienced physical education teachers' use of teaching styles and their value perceptions of teaching styles by sex, teaching level and possession of a graduate degree were examined. In addition, effect of teachers' use of teaching styles on their related value perceptions was studied. Participants were 246 experienced physical education teachers with a mean age of 36.7 (SD=4.9) and an average teaching years of 12.7 (SD=4.6). According to the findings, mostly used and mostly valued styles w...
Öğretmen ve öğrenci merkezli öğretim ve izleyen öğretmenlik uygulamasının aday öğretmenlerin değer öncelikleri üzerine etkileri İnce, Mustafa Levent; Ok, Ahmet (2003-01-01)
The Influence of the Physical Environment on Early Childhood Education Classroom Management Sahin, Ikbal Tuba; Erden, Feyza; Akar, Hanife (2011-06-01) Problem Statement: The physical environment of the classroom has an impact on various components of the teaching and learning processes. Recently, there has been research into the relationship between classroom management and the physical environment in elementary schools. However, the focus of these studies was only on one dimension of the physical environment of the classroom such as the relationship between class size or the physical environment and academic achievement. Therefore, there is a need for re...
Influence of Teacher Perceptions of Students on Teaching High School Biology Akar, Ebru Ozturk; Yıldırım, Ali (2011-06-01) Problem Statement: The research question guiding the current study was "How do teachers' perceptions of students shape the way they teach biology?"
The effect of flipped learning on pre-service teachers’ achievement and perceptions related to classroom environment Özüdoğru, Melike; Aksu, Meral; Department of Educational Sciences (2018) The purpose of this study was to develop and implement flipped learning materials in the Principles and Methods of Instruction course and investigate the effect of flipped learning on pre-service teachers’ achievement and perceptions related to the classroom environment. This study was conducted in the fall semester of 2017-2018 for 11 weeks at a public university located in the Aegean Region. This study employed an explanatory mixed method research design. There were 30 pre-service teachers in the experime...

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.