Investigation of the educational beliefs of preservice teachers from physical education and different branches and their perceptions of feedback and correctıon

The aim of this study is to examine the relationships between physical education and sport pre-service teachers' and other branch pre-service teachers' educational beliefs and their perceptions of feedback correction in the context of gender, age, grade level and branch variables. Relational survey model, one of the quantitative methods, was adopted in the study. The study group of the research consists of pre-service teachers from different branches studying at Amasya University Faculty of Education in the 2024-2025 academic year. "Educational Beliefs Scale" and 'Feedback Correction Perception Scale' were used in the data collection process, and the data were analyzed with SPSS 26.0 program. As a result of the analyses, it was found that the gender variable did not have a significant effect on the perception of feedback correction; however, it caused differences in educational beliefs. Progressivism and existentialism beliefs of female pre-service teachers and essentialism beliefs of male pre-service teachers were found to be higher. Age and grade level variables show significant effects on both educational beliefs and feedback correction perception. As age and grade level increased, progressivism, existentialism and feedback correction perception increased, while essentialism beliefs decreased. The branch variable was effective only in the dimensions of educational beliefs; it was observed that pre-service physical education teachers showed essentialist tendencies, while other branches showed more existentialist tendencies. When the predictive power of feedback correction perception on educational beliefs was analyzed, the highest predictive power was found in progressivism (39%) and existentialism (32%) beliefs. While essentialism was not found to be predictive in single analysis, it became significant in multiple analysis. The total effect of educational beliefs on the perception of feedback correction is statistically significant and these variables together explain approximately 45% of feedback perception. In addition, significant multiple effects were observed on educational beliefs and feedback correction perception in the analyses in which the interactions of gender, branch and grade level were evaluated together. These findings suggest that pre-service teachers' professional beliefs and their approaches to feedback processes are shaped by individual and contextual variables. In line with the results of the study, it is recommended that teacher education programs should include more content that supports contemporary educational beliefs and effective feedback strategies.