Comparatively analyzing the physical education curriculums in elementary education according to teacher opinions in Turkey and England

The purpose of this research was to analyze the primary stage of elementary school physical education curriculums comparatively according to the teacher?s opinions within four scopes (aim, content, learning-teaching process, assessment and evaluation).The necessary data for the research has been collected via a questionnaire form developed by the researcher. The prepared questionnaire form has been implemented to the teachers who conduct elementary school physical education lessons in Ankara and London. In Ankara totally consisted of 107 teachers who took part in the study, out of which 96 were class teachers and the other 11 teachers were physical education teachers. And in London due to all stages of elementary school being conducted only by the class teachers, all the 83 persons were all class teachers. The results obtained by the questionnaire form have been supported by the interviews done by the teachers and by attending classes in both countries.In the research, generally information about the structures and purposes of the education systems in Turkey and England, roles of government on education, physical environments in schools, physical education lessons in formal education institutions, the physical education program developed in historical process and the related studies and the legal regulations have been given.In the research results, in case of Turkey, it seemed that the teachers generally gave a positive opinion about the purposes and the content of the program. In the expressions relevant to teaching-learning process and assessment and evaluation dimensions, the teachers, equally forming groups, stated that they were undecided or this dimension of the program was successful. As for England, it seemed that the teachers gave a positive opinion about the purposes of the program, its content, teaching-learning process and assessment and evaluation dimensions.In both countries, when examining the relationships between the evaluations that teachers carried out about all the dimensions of the program, it seemed that the teachers in England generally gave more positive opinions in all statements than the teachers in Turkey.