In this study, pre-service teachers’ attitudes and readiness towards e-learning during the COVID-19 pandemic were examined. This research was carried out in the Fall Semester of the 2020-2021 Academic Year, with the participation of 519 pre-service teachers from Balıkesir University Necatibey Faculty of Education and Faculty of Sport Sciences, Department of Physical Education and Sports Education. In the collection of data, the General Attitude Scale towards e-learning developed by Haznedar and Baran (2012) and the Online Learning Readiness Scale adapted to Turkish Culture by İlhan and Çetin (2013), were used. In this study, it was found that pre-service teachers had a negative attitude towards e-learning and that they considered themselves competent in terms of e-learning readiness. There was no difference in terms of e-learning attitudes and readiness of the teacher candidates according to the department they studied. In addition, it was found that there was a significant relationship between pre-service teachers’ attitudes towards e-learning and their readiness, and that e-learning readiness was an effective factor in the adoption of the e-learning process.

The aim of this research was to determine the level of values related to the subject of physical education and sport with self-reported personal and social responsibility behaviours in students studying in secondary school and to examine the relationship between them. For this purpose, this study, which was carried out with the participation of 1138 secondary school students from 13 different secondary schools in Balıkesir/Turkey, was conducted with a multi-factor predictive correlational design. “Physical Education and Sports Lesson Value Scale” and “Personal and Social Responsibility Behaviours Scale” were used in collecting the data. Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. It was determined that students’ values related to the subject of physical education and sport with their self-reported personal and social responsibility behaviours were at a high level. When the mean scores in the sub-dimensions of the scale of values related to the subject of physical education and sport are examined, it is seen that the most important values were considered to be awareness and respect, in that order, and that the values with the lowest mean scores were sports culture and national culture and unity. According to the results of multiple linear regression analysis, the values of respect, awareness, healthy life and nutrition, national culture and unity, solidarity, and sports culture explained 42 and 47% of the variance personal and social responsibility, respectively. As a result, it can be said that physical education and sport values are important variables in predicting the self-reported personal and social responsibility behaviours of secondary school students.

Bu çalışma, mikro öğretim tekniğinin beden eğitimi öğretmen adaylarının öğretim stilleri hakkındaki bilgi düzeylerini ve stilleri uygulama becerilerini artırmadaki etkisini belirlemek amacıyla yapılmıştır. 16 hafta süren çalışmada, tek örneklem ön-son test deneysel deseni kullanılmış ve çalışmaya Mikro Öğretim dersine kayıtlı 46 beden eğitimi öğretmen adayı katılmıştır. Verilerin toplanmasında, “Özel Öğretim Yöntemleri Bilgi Testi (ÖÖYBT)” ve “Beden Eğitimi ve Sporda Yöntem Uygulama Becerileri Gözlem Formu’ndan (BESYUBGF)” yararlanılmıştır. Verilerin değerlendirilmesinde ise, betimsel istatistikler, bağımlı örneklemler t-testi, Cohen’s d ve sınıf içi korelasyon katsayısı kullanılmıştır. Araştırma bulgularına göre öğretmen adaylarının ÖÖYBT ve BESYUBGF ön-test puan ortalamalarının sırasıyla 15.07±4.09 ve 4.14±0.56, son-test puan ortalamalarının ise sırasıyla 19.78±3.02 ve 4.49±0.54 olduğu belirlenmiştir. İki ölçüm aracından elde edilen ön-son-test ortalamaları arasında elde edilen bu farklılıkların istatistiksel olarak anlamlı olduğu tespit edilmiştir (p

The aim of this study was to examine pre-service physical education teachers' epistemological and pedagogical beliefs and to reveal the relationship between those beliefs. The participants in the study were 333 pre-service teachers studying in physical education and sports teaching departments. The epistemological beliefs questionnaire, and teaching and learning conceptions questionnaire were used as the data collection tools. In the analysis of the data, descriptive statistics, independent samples t-test, Pearson correlation analysis and path analysis were applied. It was determined that the pre-service physical education teachers' mean scores for learning process-doubting authority/expert knowledge, learning effort and constructivist conception were high, while their scores for innate/fixed ability, certainty of knowledge and traditional conception were moderate. According to the path analysis results, it was revealed that their innate/fixed ability and certainty of knowledge beliefs positively predicted the traditional conception, while their learning process-doubting authority/expert knowledge and learning effort beliefs positively predicted the constructivist conception. As a result of the research, it was determined that generally, the pre-service physical education teachers believed in the importance of effort and process in learning, and that they adopted a constructivist conception. Furthermore, it was revealed that epistemological beliefs are an important variable in predicting pedagogical beliefs.

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