Investigation of physical education teacher training programmes according to selected variables (Turkey, Japan, Finland) and model proposal

The aim of this study is to contribute to the curriculum development studies in Turkey by comparatively examining Turkey's Physical Education teacher training programmes with different countries according to selected variables. Case study design was used in the research. In the first stage of the research, document analysis was used and in the second stage, interviews were conducted with expert lecturers and audio recordings were taken, then the recordings were listened to by the researcher and two expert lecturers, and themes and categories were determined by content analysis. According to the findings of the research, there is a similarity in the university entrance exam in terms of the fact that a general exam is held in three countries, and the privileges provided by Japan for candidates with special talents draw attention as a difference. Physical Education and Sports Teacher Education in Turkey and Japan is similar in that it is a four-year undergraduate education, whereas it is different in that it is a three-year undergraduate education and a two-year postgraduate education in Finland. When we look at the curriculum content of the countries, it is seen that they are similar in terms of basic courses, but Japan and Finland attach great importance to teaching practice and language education is also very important. In addition, the fact that the elective course pool is more comprehensive in Japan can be shown as a difference. The requirements for appointment are similar in the first stage in Turkey and Japan, but differ in the second stage in Japan's sample lecturing practice. At this stage, in Finland, appointments are made without a general examination as a completely different method. When teacher qualifications are analysed; in Japan and Finland, qualifications are determined gradually and according to daily conditions. At the same time, it was also found that the determined competences were mostly acquired during university education, whereas in Turkey, the determined competences and the education received during university education could not be integrated. It was determined that in-service trainings are carried out by many different institutions in Japan and Finland according to the needs, whereas in Turkey, it is a limitation that it is carried out only by Mone. When the opinions of the lecturers were analysed, it was concluded that university entrance exams are not suitable for teacher selection, conscious choices are not made in university entrance due to the lack of career planning, giving formation increases the accumulation, the implementation of the Physical Education course cannot be examined as it should be due to various environmental factors, the quality of the number of courses in Turkey is insufficient, teacher candidates cannot reach sufficient qualifications due to insufficient teaching practice, and as a result of the lack of supervision, measurement and evaluation of in-service trainings, it is not possible to determine whether they are carried out in accordance with the objectives. A model proposal was created in line with these data obtained. The model proposal was made in the form of arrangements made in the existing programme. Accordingly, the number of courses has been increased, teaching practice time has been increased, courses that can be used for academic studies have been added and technology courses have been added in order to use technology in education.