{"title":"微格教学对PETE学生教学风格偏好和认知的影响","authors":"Tarık BALCI, Mehmet YANIK","doi":"10.33459/cbubesbd.1315576","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to determine whether gaining experience through microteaching in an undergraduate course affects PETE students’ preferences toward teaching styles and their value perceptions. PETE students (n=31) attending a state university and studying in the ‘Physical Education and Sports Teaching’ course participated in the study, which was conducted in a one-group pretest-posttest design. In data collection, “Physical Education Teachers’ Perceptions of Teaching Styles” instrument was utilized. Wilcoxon signed-rank test were used to analyze the data. When the changes in pre-posttest teaching style preferences were analyzed, it was found that there was a statistically significant increase only in PETE students’ preferences for the inclusion style (p","PeriodicalId":341257,"journal":{"name":"CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi","volume":"45 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effect of Microteaching on PETE Students’ Preferences and Perceptions Regarding Teaching Styles\",\"authors\":\"Tarık BALCI, Mehmet YANIK\",\"doi\":\"10.33459/cbubesbd.1315576\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study was to determine whether gaining experience through microteaching in an undergraduate course affects PETE students’ preferences toward teaching styles and their value perceptions. PETE students (n=31) attending a state university and studying in the ‘Physical Education and Sports Teaching’ course participated in the study, which was conducted in a one-group pretest-posttest design. In data collection, “Physical Education Teachers’ Perceptions of Teaching Styles” instrument was utilized. Wilcoxon signed-rank test were used to analyze the data. When the changes in pre-posttest teaching style preferences were analyzed, it was found that there was a statistically significant increase only in PETE students’ preferences for the inclusion style (p\",\"PeriodicalId\":341257,\"journal\":{\"name\":\"CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi\",\"volume\":\"45 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33459/cbubesbd.1315576\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33459/cbubesbd.1315576","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Effect of Microteaching on PETE Students’ Preferences and Perceptions Regarding Teaching Styles
The purpose of this study was to determine whether gaining experience through microteaching in an undergraduate course affects PETE students’ preferences toward teaching styles and their value perceptions. PETE students (n=31) attending a state university and studying in the ‘Physical Education and Sports Teaching’ course participated in the study, which was conducted in a one-group pretest-posttest design. In data collection, “Physical Education Teachers’ Perceptions of Teaching Styles” instrument was utilized. Wilcoxon signed-rank test were used to analyze the data. When the changes in pre-posttest teaching style preferences were analyzed, it was found that there was a statistically significant increase only in PETE students’ preferences for the inclusion style (p
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