THE ENHANCER AND INHIBITOR FACTORS THAT PHYSICAL EDUCATION TEACHER’S IMPLEMENTATİON IN MODEL-BASED PRACTICE

With the innovation of high school Physical Education curriculum in 2009, the new pedagogical model applications have been suggested for teaching. Metzler (2005), defines 9 different teaching models that will guide the teaching model the teachers will choose among. In these models, ‘Teaching Personal and Social Responsibility (TPSR)’ which Hellison proposed guides teachers in helping pupils gain particularly affective features in physical education. However, the role of a teacher should be well understood and it should be adopted in the implementation of the model. The factors, which enhance and inhibit the implementation of the model the teachers perform, would help the physical education teachers considering applying the model to design their programs more effectively. The aim of this study is to reveal the enhancers and inhibitors encountered during the implementation by a teacher who applied personal and social responsibility model in his/her class. In the study action research approach was employed and the data were obtained from teacher and student logs, and the consultant and expert interviews. Data were analyzed using content analysis. According to the findings, factors enhancing the implementation of the model were the teacher-expert collaboration, selection of content and interaction with colleagues. Factors inghibiting the implementation were difficulty in preparing a lesson (difficulty in finding activities according to level, lesson planning, and receiving reflection), lack of time and the changing role of teachers. As a result, teachers can increase the effectiveness of the application by learning and expe-riencing their roles in model based practice.