SavedAdd your journal

Journals / Spor ve Performans Araştırmaları Dergisi / 2021 / Cilt: 12 - Sayı: 2

THE SCALE OF DISTANCE EDUCATION COMPETENCES OF PHYSICAL EDUCATION TEACHERS: A SCALE DEVELOPMENT STUDY

BEDEN EĞİTİMİ ÖĞRETMENLERİNİN UZAKTAN EĞİTİM YETERLİKLERİ ÖLÇEĞİ: BİR ÖLÇEK GELİŞTİRME ÇALIŞMASI

Ahmet Enes SAĞIN
Mehmet Akif YÜCEKAYA
Mehmet GÜLLÜ
Pages
200–211
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was concluded that the total variance rate explained by 18 items in the scale was 48.840%.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this research is to develop a scale to measure the distance education competencies of physical education teachers.
📊
Key Findings & Data:Then face-to-face interviews were made with 13 physical education teachers who teach in distance education with the "semi-structured interview form" prepared by the researchers.
💡
Conclusion & Impact:It was concluded that the total variance rate explained by 18 items in the scale was 48.840%.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Beden eğitimi öğretmeni · öğretmen yeterliği · teknoloji ve eğitim

Abstract

The aim of this research is to develop a scale to measure the distance education competencies of physical education teachers. For this purpose, a literature review was made and then scales and questionnaires were examined. Then face-to-face interviews were made with 13 physical education teachers who teach in distance education with the "semi-structured interview form" prepared by the researchers. Then, the draft form created was shown to experts and their opinions were taken. As a result of the feedback from the experts, the content validity rate was determined and the items with a value below .80 were excluded from the study. The draft form consisting of 29 items was applied to 316 physical education teachers and the data were analyzed. With AFA, a 2-dimensional structure consisting of 18 items in total as "Planning and Technology Use" "Application and Evaluation" was reached. It was concluded that the total variance rate explained by 18 items in the scale was 48.840%. According to the results of CFA, the model's goodness of fit indices χ2 / sd (1.95), GFI (.91), CFI (.94), AGFI (.89), NFI (.90), IFI (.94) RMSEA (.05) were determined to be within acceptable limits. The results show that the distance education competencies scale (BEÖUEYÖ) of physical education teachers is a valid and reliable measurement tool.

Özet

Bu araştırmanın amacı beden eğitimi öğretmenlerinin uzaktan eğitim yeterliklerini ölçmek amacıyla bir ölçek geliştirmektir. Bu amaçla literatür taraması yapılmış, ardından ölçek ve anketler incelenmiştir. Daha sonra beden eğitimi öğretmenlerinin uzaktan eğitim yeterliliklerinin neler olması gerektiği ile ilgili araştırmacılar tarafından hazırlanan “yarı yapılandırılmış görüşme formu” ile uzaktan eğitimde ders işleyen 13 beden eğitimi öğretmeni ile yüz yüze görüşme yapılmıştır. Ardından oluşturulan taslak form uzmanlara gösterilerek görüşleri alınmıştır. Uzmanlardan gelen dönütler neticesinde kapsam geçerlik oranı belirlenmiş ve .80’nin altında değer alan maddeler çalışmadan çıkarılmıştır. Oluşturulan 29 maddelik taslak form 316 beden eğitimi öğretmenine uygulanmış ve veriler analiz edilmiştir. Yapılan Açımlayıcı Faktör Analiziyle (AFA) birlikte “Planlama ve Teknoloji Kullanımı” “Uygulama ve Değerlendirme” olmak üzere 2 boyutlu ve toplam 18 maddelik bir yapıya ulaşılmıştır. Ölçekteki 18 maddenin açıkladığı toplam varyans oranının %48.840 olduğu sonucuna ulaşılmıştır. Ardından yapılan Doğrulayıcı Faktör Analizi (DFA) sonuçlarına göre modelin uyum iyiliği indekslerinin χ2/sd (1.95), GFI (.91), CFI (.94), AGFI (.89), NFI (.90), IFI (.94), RMSEA (.05) kabul edilebilir sınırlar içerisinde olduğu belirlenmiştir. Sonuçlar, beden eğitimi öğretmenlerinin uzaktan eğitim yeterlikleri ölçeğinin (BEÖUEYÖ) geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

🔖

Cite This Article

SAĞIN, A. E., YÜCEKAYA, M. A., GÜLLÜ, M. (2021). THE SCALE OF DISTANCE EDUCATION COMPETENCES OF PHYSICAL EDUCATION TEACHERS: A SCALE DEVELOPMENT STUDY. Spor ve Performans Araştırmaları Dergisi, Cilt: 12 - Sayı: 2, 200–211. https://ajindex.com/articles/311410

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education 48(3), 233-236.
  2. Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.
  3. Beavers, A. S., Lounsbury, J. W., Richards, J. K., & Huck, S. W. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(1), 6. Brown, M. W. & Cudeck, R (1993) Alternative ways of assessing model fit. In Testing Structural Equation Models (Bollen K.A & Long J.S. Ed.), pp 136–162,
  4. Sage, Newbury Park, CA. Byrne B.M (2001) Structural Equation Modeling with Amos: Basic Concepts, Applications and Programming. Lawrence Erlbaum Associates, Publishers,
  5. New Jersey. Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 1-22.
  6. Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education. 77(7), 729-32.
  7. Clark, J. T. (2020). Distance education. In clinical engineering handbook, 410–15. Academic Press. doi:10.1016/b978-0-12-813467-2.00063-8.
  8. Clarke, V. & Braun, V. (2013). Teaching thematic analysis: overcoming challenges and developing strategies for effective learning. The Psychologist, 26, 120-123.
  9. Creswell, J. W. ve Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd Edition). Thousand Oaks: Sage. De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225.
  10. Genç, D. & Temel, C. (2020). Beden eğitimi öğretmenlerinin öğrenci görüşlerine dayalı olarak değerlendirilmesi. Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 1(1), 24-33.
  11. Ferdig, R. E., E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C. Mouza (Eds). 2020. “Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field.” Association for the Advancement of Computi