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 Metadata only Ortaokul öğrenci̇leri̇ni̇n beden eğiti̇mi̇ dersi̇ne yöneli̇k sınav kaygılarının İncelenmesi̇(2022-12-31) DERVENT, FATİH; çiy d., DEVRİLMEZ E., BİLGİÇ M., DERVENT F.Bu çalışmanın amacı, ortaokul öğrencilerinin beden eğitimi ve spor dersindeki sınav kaygısı düzeylerinin incelenmesidir. Bu araştırmada yöntemsel model olarak tarama modeli kullanılmıştır. Çalışmaya Türkiye’nin farklı coğrafi bölgelerindeki 6 ilinden (İstanbul, Ankara, Hatay, Kütahya, Mersin ve Karaman) toplam 813 (444 kız, 369 erkek) ortaokul öğrencisi katılmıştır. Veri toplama araçları olarak ‘Kişisel Bilgi Formu’ ve ‘Beden Eğitimi Dersi Sınav Kaygı Envanteri’ kullanılmıştır. Verilerin analizinde tanımlayıcı istatistik ve bağımsız değişkenlerin bağımlı değişkenler üzerine ilişkisini incelemek amacıyla MANOVA analizi tercih edilmiştir. Elde edilen bulgulara göre, sınıf ve cinsiyet değişkenlerinin etkileşim içinde olarak beden eğitiminde sınav kaygısı alt boyutları ile istatistiksel olarak anlamlı bir farklılık olduğu belirlenmiştir. Ayrıca ortaokul öğrencilerinin beden eğitimi sınav kaygılarının orta düzeyde olduğu tespit edilmiştir. Sınıf değişkenine bakıldığında 7. sınıf öğrencilerinin beden eğitimi sınav kaygı düzeylerinin diğer sınıflara göre daha yüksek olduğu belirlenmiştir. Cinsiyet değişkenini incelendiğinde ise, kız öğrencilerin beden eğitimi sınav kaygı düzeylerinin erkek öğrencilerin beden eğitimi sınav kaygı düzeylerinden daha yüksek olduğu saptanmıştır. Anahtar Kelimeler: Beden eğitimi, sınav kaygısı, ortaokul öğrencileriPublication Metadata only Instructional Progression and the Role of Working Models in Physical Education(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020) DERVENT, FATİH; Ward, Phillip; Ayvazo, Shiri; Dervent, Fatih; Iserbyt, Peter; Kim, InsookGiven that the primary task of teaching is to teach the content of physical education, attention to how instructional tasks operationalize the curriculum and progress learning is essential knowledge for teachers. Task progression in physical education occurs when tasks are designed to successively and incrementally present physical education content to students, leading to more sophisticated knowledge and improvement in performance and knowledge. We present a synthesis of the literature on instructional tasks, content knowledge, and content development and use this synthesis to examine the concept of working models as a tool to aid teaching in physical education. We present four propositions to guide thinking about working models and conclude with implications for student learning, teachers, teacher educators and researchers.Publication Metadata only Transfer of Content Development Across Practica in Physical Education Teacher Education(HUMAN KINETICS PUBL INC, 2018) DERVENT, FATİH; Dervent, Fatih; Ward, Phillip; Devrilmez, Erhan; Tsuda, EmiPurpose: Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum. Method: Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK index scores of the preservice teachers created by the formula were used to compare the changes from methods with final practicum. Results: The results showed an increase in the mean SCK index scores of the preservice teachers from methods practicum to final practicum. The use of informing and extending-applying tasks decreased in the final practicum, while an increase occurred in the use of refining and applying tasks. Discussion/Conclusion: Increase in the mean SCK index scores seemed to reflect the strong SCK emphasis of the physical education teacher education program. It can be concluded that SCK can and should be taught to preservice teachers.Publication Metadata only Yaşam boyu mesleki gelişim: Öğrenen öğretmen(Gençlik ve Spor Yayınları, 2023-01-01) DERVENT, FATİH; DERVENT F.; İnce, Musa Levent; Altınsöz, Irmak Hümeriç; Hünük, DenizBeden eğitimi ve sporun genel eğitimdeki yeri ve önemi öğrencilerin fiziksel, zihinsel, sosyal ve duygusal iyi oluşuna olan etkilerinden dolayı giderek daha iyi anlaşılmaktadır. Günümüzde, genel eğitim ve beden eğitimi ve sporla ilgili bilimsel bilgi birikimimiz hızla artmaktadır. Bu durum beden eğitimi ve spor derslerinin amaç ve uygulamalarını sürekli bir gelişim sürecinde tutarken, öğretmenlerin mesleki alan bilgilerini de sürekli güncellemelerini gerektirmektedir. Ülkemizde beden eğitimi öğretmenlerinin mesleki gelişim süreçlerini inceleyen Milli Eğitim Bakanlığı ve üç üniversite (ODTÜ, Fırat Üniversitesi, Balıkesir Üniversitesi) iş birliği ile gerçekleştirilen bir TÜBİTAK destekli projede (Proje No: 215K460) beden eğitimi ve spor öğretmenlerinin 1) Okula özgü ders tasarımı, 2) Öğretim stratejileri, modelleri ve yöntemleri, 3) Ölçme ve değerlendirme, 4) Uyarlanmış beden eğitimi, 5) Dijital teknoloji kullanımı ve 6) Yaşam boyu mesleki gelişim konularında mesleki bilgilerini güncellemeye ihtiyaçları olduğu saptanmıştır. Proje kapsamında konu uzmanı akademisyenler, beden eğitimi öğretmenlerinin belirlenen altı alandaki ihtiyaçlarını karşılamak için mesleki gelişim içerikleri hazırlamışlardır. Elinizdeki kaynak, proje kapsamında geliştirilen içeriklerin Gençlik ve Spor Bakanlığı ve Milli Eğitim Bakanlığı desteği ile konu uzmanı akademisyen ve beden eğitimi öğretmenleri tarafından düzenlenerek kitaplaştırılmasından oluşturulmuştur. Bu kitap belirlenen altı konu alanından “Yaşam boyu mesleki gelişim” ile ilgilidir.Publication Metadata only A national analysis of the content knowledge of Turkish physical education teacher education students(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020) DERVENT, FATİH; Dervent, Fatih; Devrilmez, Erhan; Ince, Mustafa Levent; Ward, PhillipBackground: Content knowledge is universally acknowledged as one of several knowledge bases that inform pedagogical content knowledge (PCK). Content knowledge has been both hypothesized and demonstrated to influence PCK in two ways. First, teachers must know the rules, safety, etiquette, technique, and tactics of a movement form to teach it. This domain of content knowledge is called common content knowledge (CCK), that is the knowledge that one needs to perform the content. Second, in addition teachers must also know how to select, design, and represent instructional tasks that describe the rules, safety, etiquette, techniques, and tactics to students in ways that they will understand and respond to errors by students in terms of rules, safety, etiquette, techniques, and tactics, that is called specialized content knowledge (SCK) for physical education. Purpose: This study examined the effects of teacher training on the levels of soccer and gymnastics CCK and SCK that preservice teachers learn in physical education teacher education (PETE) programs. Method: Participants were 1514 undergraduate physical education teacher education students (i.e. freshman n = 435; sophomore n = 397; junior n = 383; senior n =299) enrolled in 16 universities that were representative of all geographical regions of Turkey. A cross-sectional analysis was conducted to examine the depth of CCK and SCK. To measure the depth of CCK, we used validated multiple-choice soccer and gymnastics tests. Content maps were used to examine the depth of SCK. To analyze the differences in the CCK and SCK scores of soccer and gymnastics at each grade level, a one-way ANOVA test, and Bonferroni follow-up test was used. To compare the differences between the entrance and exit CCK and SCK levels, t-test was utilized. In addition, we conducted an analysis of content class syllabi and interviews with the instructors (soccer n = 8; gymnastics n = 9) to determine the extent to which the content and delivery of the courses distinguished between CCK and SCK. Findings: Regardless of the grade level, PETE students' CCK scores were below the success criterion of 60% that is being used in the Turkish Higher Education system (the soccer CCK= 51.85%; the gymnastics CCK = 49.91%). In terms of SCK, scores were below the 3.0 benchmark of adequate SCK (the soccer SCK = 0.23; the gymnastics SCK = 0.20). Despite the significance of differences between CCK and SCK scores among grade levels, the scores were very low showing little content knowledge. Conclusion: Freshman data showed that neither CCK nor SCK in soccer programs. The students in PETE programs examined in this study demonstrated limited improvement in CCK and SCK from freshmen to seniors. Turkish PETE programs must be redesigned to teach each domain of content knowledge. Results of this study may help to change the prevalent, though incorrect, mindset that students obtain CCK and SCK by learning how to perform a sport.Publication Metadata only Skill Analysis for Teachers: Considerations for Physical Education Teacher Education(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2021) DERVENT, FATİH; Ward, Phillip; Ayvazo, Shiri; Dervent, Fatih; Iserbyt, Peter; Kim, Insook; Li, WeidongIn this article, essential knowledge for teacher educators in the teaching of skill analysis is discussed. The research literature shows that preservice and practicing teachers are not well trained in skill analysis and content knowledge as they need to conduct and act on their diagnoses. First, the reasons why skill analysis deserves much more attention in teacher education are described. Next, skill analysis is defined and essential knowledge for teacher educators and teachers discussed. Finally, examples are provided for improving the practice of teaching skill analysis to preservice teachers.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 Differences in the Content Knowledge of Those Taught to Teach and Those Taught to Play(HUMAN KINETICS PUBL INC, 2018) DERVENT, FATİH; Ward, Phillip; Tsuda, Emi; Dervent, Fatih; Devrilmez, ErhanPurpose: Little is known about how teachers acquire specialized content knowledge (SCK). We examine the hypothesis that SCK is not acquired from K-12 physical education and from extracurricular activities characterized by playing; instead, SCK must be explicitly taught to teachers. Method: Students were enrolled in either basic physical activity instruction classes (n = 119), where the focus of instruction was on learning to play (common content knowledge), or physical education teacher education movement classes (n = 72), where the focus of instruction was on learning to teach (SCK). Content maps were used to assess the SCK of the study participants prior to and after receiving instruction in badminton, tennis, basketball, and volleyball. Results: Non-parametric statistics showed significant differences in pretest scores. However, these differences were determined to be not meaningful. Pre-post gains were significant for both groups but, meaningfully different only for the teaching group. Discussion: Findings demonstrate that (a) SCK is not acquired in any depth from engagement in K-12 physical education and extracurricular experiences, and (b) can be explicitly taught to teachers.