Examination of the opinions of academicians and students of the faculty of sports sciences regarding pedagogical formation education

The objective of this study is to meticulously examine the perspectives of academics and students in the domain of sports sciences concerning pedagogical training and to formulate recommendations for enhancing the quality and quantity of prevailing pedagogical training practices. The present study was designed using the phenomenology pattern from qualitative research methods. The participant group consists of 11 academics and 30 students from the sports science faculties of TNKÜ and AİBÜ. The participants were determined using the maximum diversity sampling method from purposeful sampling methods. The collection of research data entailed the implementation of demographic information forms, meticulously developed by the researcher, in conjunction with semi-structured interview forms. These interview forms comprised 12 primary inquiries and 11 subsequent inquiries. The data for the research were collected through interviews conducted in person and online during pre-planned time slots. The analysis was conducted using content analysis in accordance with qualitative research methods, utilizing the MAXQDA 2022 program. The data obtained from the research were presented in the form of codes, subthemes, and themes, and the data were supported by direct quotations. The findings of the research indicate that pedagogical training policies in Turkey are subject to constant change for political reasons and are very limited in terms of duration. In the domain of sports science, the curriculum is predominantly theoretical, with limited opportunities for hands-on experience and practical training for prospective teachers. The pedagogical approaches employed in sports science courses are often not aligned with the field's unique needs. Moreover, the instructional materials and technologies utilized in course presentations are often outdated. Notably, many faculty members do not possess a background in sports sciences, which hinders their ability to employ sports science-focused strategies in the teaching process. In light of these findings, it is recommended that pedagogical training programs in sports science be designed to be field-based and application-oriented, be renewed with practical teaching strategies, be taught by academics who are proficient in sports science and education science, and be planned with the input of all sports science stakeholders through long-term planning.