Investigation of the self-efficacy of the prospective physical education and sports teachers who received teaching principles and methods course

The aim of this study is to determine the self-efficacy of students, who receive physical education and sports teaching education, for teaching principles and methods course and the effect of this course within the relationship of planning, practicing, explaining, learning-teaching knowledge for this course. The population of the study consists of 730, which included students from the department of physical education and sports teaching in determined universities (Fırat University, İnönü University, Harran University, Karabük University, Muş Alparslan University and Van Yüzüncü Yıl University) and students from the departments of coaching, sports management and recreation with pedagogical formation education, during 2018-2019. The sample of the study includes 630 prospective teachers, who were determined by the convenience sampling method. As the data collection tool, the questionnaire form, which consisted of the "Teaching Principles and Methods (TPM) Course Self-Efficacy Scale" and the personal information form. For the comparisons between two-sample groups, t-test was used while the analyses for the differences between the groups and multiple-sample comparisons were conducted and interpreted by "ANOVA" test. In order to reveal the sources of the significant differences observed in the one-way variance analysis, Tukey test was conducted. The interpretations were supported by tables. In the analyses, the level of significance was regarded as p<0.05. Within the scope of the study, it was revealed that the gender variable did not have a significant effect on any subscales. Although no significant difference was observed in the basic concepts subscale between the students who received teaching principles and methods course and the students who did not, significant differences were observed in the subscales of problem development process, learning-teaching approach knowledge, TPM practices, explanation knowledge and planning knowledge. Accordingly, this was interpreted as the fact that the determined universities' students who received teaching principles and methods course were at higher levels in terms of practice and theory compared to those who did not receive this course in addition to having a sufficient level of self-efficacy and viewing themselves at an acceptable level in terms of teaching the course, teaching principles and methods. Although students who were 24 years old and older were observed to have higher levels of problem development process knowledge and learning-teaching approach knowledge compared to students who were 18-23 years old, no significant difference was observed in the subscales of explanation and practice knowledge subscales. According to the variable of the department of study, significant differences were observed between the students of teaching and management in a positive way in the subscales of planning knowledge the reason for this mean score to be high could be the fact that more teaching programs are included in the education programs provided for teaching and management students. Keywords: Physical Education, Teaching Principles and Methods, Self-Efficacy