Beden eğitiminde öğretmenlerin taktiksel oyun modeli deneyimleri: Bir eylem araştırması

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Thesis Type: Doctorate

Institution Of The Thesis: Ankara University, Sağlık Bilimleri Enstitüsü, SPOR BİLİMLERİ ANABİLİM DALI, Turkey

Approval Date: 2015

Thesis Language: Turkish

Student: ÖZLEM ALAGÜL

Supervisor: FERDA GÜRSEL

Open Archive Collection: AVESIS Open Access Collection

Abstract:

Learning process is not solely depend on the teacher it is also depend on the extra-individual conditions that are shaped by characteristics of the context, culture in the context, specialist discourses, and enter the relationships with other people. Individual is not act alone, practice shapes and is shaped by practice architectures and arrangements. The purpose of the participatory action research was to  explore how teacher learning process was conduct in the immersed within the teacher' practices through the Tactical Games model in grade seven students. We also asked that the roles of practice architecture either enable of constraints teacher learning process. Participatory action research was used as the methodology to scaffold the inquiry and to support two secondary school physical education teachers' learning and use of Tactical Games Model during an academic year. Qualitative research methods used in data collection and analysis process. Two themes emerged to reveal teachers learning process and effect of practice architectures in Tactical games model learning: 1) Teacher learning process on cultural-discursive, social-political and material-economic conditions and 2) changes on sayings, doings and relatings. Results showed that social-political conditions were more affected teacher learning process. Specifically, the policy of school administration in the social- political arrangements and the specialist discourse on discipline from the cultural discourses were the worst constraints related with teacher learning process.Working with experts for material-economical conditions was the best facilitator for the teacher learning process. The contribution to knowledge is therefore  the methodological processes is so important  of  how teachers  adopt the innovation and also if the pedagogical innovation is wanted to act, participatory action research through collaboration with experts are important.