İlköğretim Beden Eğitimi ve Oyun Dersi Öğretmen Yeterlilikleri ve Öğrenci ile Velilerin Derse Karşı Tutumları

This study aims to examine the role of Physical Education and Play courses in primary schools in relation to teachers’ pedagogical content knowledge (PCK), students’ attitudes, and parental expectations. The sample of the study consisted of 1,336 participants, including 3rd and 4th grade students, their parents, and teachers from both public and private schools with gymnasiums in the Büyükçekmece district of Istanbul. Data were collected through face-to-face interviews with students and parents, and through online surveys administered to teachers. The instruments used in the study included the "Parental Attitude Scale Towards Physical Education Course," the "Primary School Physical Education Attitude Scale," and the "Physical Education Teacher Competency Scale." The data were analyzed using SPSS 25 software. Descriptive statistics (frequency and percentage) were used to summarize demographic variables, and group differences were examined using the Mann-Whitney U test due to the non-parametric nature of the data. The findings revealed that physical education teachers scored significantly higher in pedagogical content knowledge scores compared to classroom teachers. Additionally, students exhibited more positive attitudes toward the course when it was taught by a physical education teacher. Parental attitudes differed significantly based on the teacher’s professional profile; with many perceiving classroom teachers as more competent. In conclusion, the findings indicate that the importance of having subject-specialist teachers conduct physical education classes to enhance both student development and the effectiveness of instruction. Accordingly, it is recommended that physical education teachers be assigned to these courses whenever possible. In cases where this is not feasible, classroom teachers should receive in-service training to strengthen their instructional competence.