Examination of learning approaches and perceptions of learning-teaching environment as predictors of academic achievement in pre-service physical education teachers

The aim of this study is to determine the level of retention of knowledge according to the difference in academic achievement scores by reapplying the exams of eight theoretical courses in the undergraduate education programme in the autumn term to the students of the Physical Education and Sports Teaching Department in the spring term and to examine the effect of Learning Approaches (LA) and Teaching Learning Environment (TLE) perceptions on academic achievement. Causal relational model was used in the research. The sample of the study consisted of 128 physical education teacher candidates studying in the Department of Physical Education and Sports Teaching. The data of the study were collected with the "Learning Approaches Scale" developed by Ekinci (2008), "Teaching-Learning Environment Scale", "2021-2022 Fall Term Midterm Final Examination Document for Field and Vocational Knowledge Courses" and "Qualitative Interview Form". The Cronbach's alpha reliability coefficient of the Teaching Approaches Scale (IAS) was .82, and the Cronbach's alpha reliability coefficient of the Teaching-Learning Environment Perception Scale (TLPEPS) was .82. Alpha reliability coefficient was calculated as ,89. The data were analysed with SPSS programme. Arithmetic mean, t test, Pearson correlation test and regression statistical procedures were applied in analysing the data. According to the results of the research, the high-level knowledge group consisting of pre-service teachers prefer in-depth learning approach as an indicator of retention in knowledge more than the low-level knowledge group. Perceptions of teaching-learning environment of pre-service teachers' in-depth learning Key Words: Teaching Profession, Teaching Profession Courses, Teacher Training