The effect of PEER teaching model on teaching styles knowledge level, pedagogical beliefs and micro teaching practices: The study for PRE-service physical education teachers

The aim of this study was to determine the effects of peer teaching model on pre-service physical education teachers' teaching styles knowledge levels, pedagogical beliefs, and micro-teaching practice skills.In the quantitative part of the study, in which the explanatory sequential mixed method was used, 37 pre-service physical education teachers enrolled in the 'Physical Education and Sports Teaching' course, and six tutors and six tutees from the experimental group were included in the qualitative part. Within the scope of the study, while peer teaching model was used in the lessons of the 14-week experimental group, traditional direct teaching method was used in the control. In the collection of data, Teaching Styles Knowledge Test, Teaching and Learning Conceptions Scale, Physical Education and Sport Method Application Skills Observation Form and focus group interviews were used. In the analysis of quantitative data, t-tests, Kruskal Wallis-H test, one-way variance analysis and two-way repeated measures ANOVA, and content analysis was used in the analysis of qualitative data. According to quantitative findings, it was determined that the increase in the knowledge level of the experimental group regarding teaching styles was significantly higher than the control group. On the other hand, the level of adopting the traditional conception of the experimental and control groups significantly decreased, while the level of adopting the constructivist conception increased in the posttests. Finally, it was found that the micro-teaching performances of experimental group regarding styles were higher than control. According to the focus group findings, it was determined that the participants' opinions on peer teaching were generally positive, they reported that they adopted the learner-centered conception more and learned teaching styles better.As a result, it can be said that the use of peer teaching is effective in empowering pre-service physical education teachers in terms of teaching styles and adopting constructivism more.