Person: DERVENT, FATİH
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DERVENT
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FATİH
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Publication Metadata only Faculty perspectives using practice-based teacher education in physical education(2023-07-01) DERVENT, FATİH; Ward P., DERVENT F., Kim I., Ko B., Xie X., Tsuda E., Santiago J. A., Iserbyt P., Devrilmez E.Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators’ use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.Publication Open Access Teaching sports in physical education(2022-01-01) DERVENT, FATİH; Ward P., DERVENT F., Iserbyt P., Tsuda E.In Physical Education Teacher Education programs, we argue that a focus on fewer models to be taught and learned would provide time for higher competence to be attained by preservice teachers in a curriculum limited in terms of contact hours. During their teacher training, preservice teachers should be given ample opportunities to practice the model and reflect upon their effectiveness in teaching it. We conclude the article by addressing in-service teachers and recommend starting with a model they find appealing in a content domain they are familiar with, and to tinker with their teaching to become more competent.Publication Open Access A social network analysis of global scholarship on physical education content knowledge(2023-01-01) DERVENT, FATİH; Devrilmez E., Ward P., DERVENT F., Tabak E. Y., Özer Ö.We use a co-authorship network analysis to describe and examine the social network of researchers studying physical education content knowledge worldwide. Co-authorship network analysis is a method for determining the scope, trend, and focus of research around a topic. It provides a way to evaluate both the growth of a field and to examine the extent of research collaboration. Our review consists of 101 articles that were examined in our network analysis. Our results show that the research on content knowledge occurs within and among 13 high-income economies. Research productivity in this area is on an upward trajectory since 1990. The research in physical education occurs in a distributed network with some authors serving as key hubs for research collaboration. From a global perspective, there is a need to create links to low-income economies to strengthen their research capacity.Publication Open Access Improving students’ korfball skills with in-depth content knowledge(2022-01-01) DERVENT, FATİH; GÜLER, MELİKE LALE; DERVENT F., GÜLER M. L. , Yoruç Çotuk M.© 2022 SHAPE America.In this article, we present in-depth content knowledge required for preservice and practicing physical education teachers to teach korfball. We begin by describing knowledge of game rules, safety, etiquette, techniques, and tactics of korfball, which refers to common content knowledge (CCK) and continue with defining knowledge of student errors, instructional tasks, and representations. This refers to specialized content knowledge (SCK) that is essential for teachers to deliver meaningful learning experiences to students in physical education lessons. The article provides preservice and practicing physical education teachers with educationally rich examples to improve their teaching practices, thus promotes students’ lifelong engagement in korfball.Publication Metadata only Practice-based teacher education in physical education(2023-07-01) DERVENT, FATİH; Ward P., DERVENT F., Devrilmez E., Iserbyt P., Kim I., Ko B., Santiago J. A., Tsuda E., Xie X.Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K–12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to use evidence-based approaches in teacher education. Purpose: In this article, we discuss a teacher education reform called practice-based teacher education from macro and micro perspectives. Discussion: Practice-based teacher education emphasizes a curriculum that is focused on relevance defined in terms of what a teacher needs to know and do to be able to teach physical education. Evidence for curricular changes to physical education teacher education and to the content and pedagogies of methods and content classes are presented. We conclude with a discussion of how practice-based teacher education can address social injustice.Publication Metadata only Relationships between university instructors' and preservice teachers' content knowledge(2022-08-01) DERVENT, FATİH; DERVENT F., Kurucan A., Devrilmez E., Ward P.The purpose of this study was to examine the relationships between instructors\" common content knowledge, knowledge of instructional tasks, and knowledge of student errors and preservice teachers\" common content knowledge and knowledge of instructional tasks in gymnastics, soccer, and volleyball. Participants were 23 university instructors and 819 preservice teachers enrolled in 9 physical education teacher education programs in Turkey. Common content knowledge and knowledge of student errors were measured using validated gymnastics, soccer, and volleyball knowledge tests. Knowledge of instructional tasks was measured by content maps and assessed using a specialized content knowledge index for each sport. A Spearman\"s rank horizontal ellipsis correlation coefficient was used to measure the degree of relationships. There were significant positive relationships between instructors\" and preservice teachers\" common content knowledge levels of gymnastics (r = 0.82, p < 0.01), soccer (r = 0.94, p < 0.01), and volleyball (r = 0.85, p < 0.01) and instructors\" knowledge of student errors and preservice teachers\" common content knowledge levels of gymnastics (r = 0.87, p < 0.01), soccer (r = 0.94, p < 0.01), and volleyball (r = 0.93, p < 0.01). A significant positive relationship between instructors\" knowledge of student errors and preservice teachers\" gymnastics knowledge of instructional tasks was found (r = 0.77, p < 0.05). There was no statistically significant correlation between instructors\" and preservice teachers\" knowledge of instructional tasks. Physical education teacher education and professional development programs should focus on increasing instructors\" and preservice teachers\" knowledge of student errors and knowledge of instructional tasks.Publication Metadata only Effects of situated game teaching through set plays on middle school students’ soccer skills and game performance(2023-07-01) DERVENT, FATİH; DERVENT F., Li W., Nayır N., Devrilmez E.Purpose: To examine the effects of the Situated Game Teaching through Set Plays (SGTSP) curricular model on secondary school students’ soccer skills and game performance during a 10-lesson unit. Methods: A quasi-experimental design with/without a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. A convenient sample of 27 sixth graders from two classes participated in this study. Classes were randomly assigned to conditions. Data were collected from soccer skill tests and game performance coding instrument. Analysis of variance with or without a repeated measure was conducted to analyze the data. Results: Participants’ ball controlling skill significantly improved for both groups over time. Their shooting and dribbling skills did not improve for both groups over time. No statistical differences were found in participants’ changes in ball controlling, shooting, and dribbling skills over time between the two conditions. Participants in the SGTSP condition had better offensive off the ball, offensive with the ball, overall offensive decision making, and overall decision making than those in the comparison condition. Conclusions: The findings provided initial evidence supporting the effectiveness of the SGTSP model on developing students’ decision making in the game plays. Participants taught by SGTSP had similar skill performance as those taught by a technique-focused approach.Publication Metadata only Validation of a Common Content Knowledge Test for Hiking and Camping(2024-07-01) DERVENT, FATİH; BİLGİÇ M., UĞURLU A., Devrilmez E., DERVENT F., Ward P.Purpose: This study aimed to develop a valid and reliable hiking and camping common content knowledge test for Turkish preservice physical education teachers. Method: Participants were 305 physical education students who had previously completed hiking and camping content course in Physical Education Teacher Education. The researchers followed five steps to develop the test. The Rasch model was utilized for data analysis. Results: Findings showed a good item model fit for all items, except Item 4. Results also indicated that the developed test had high internal consistency for both item difficulty and person ability. Overall, the test findings demonstrated good evidence to support the validity and reliability of hiking and camping common content knowledge test. Discussion/Conclusion: The developed test can be used for measuring hiking and camping knowledge level of physical education teachers and Physical Education Teacher Education students.