School Placement: Experiences and Opinions of Future Physical Education and Sport Pre-Service Teachers

The aim of the research is to provide suggestions for improving the process based on the experiences of physical education and sport pre-service teachers in the school placement process and to raise awareness. The focus group interview technique, one of the qualitative research methods, was used in the study. The study group consisted of 24 physical education and sport pre-service teachers who experienced the school placement course in two different schools, a secondary school (n=12) and a high school (n=12). A semi-structured interview form was used as a data collection tool. The data were analysed using content analysis. The pre-service teachers' opinions were collected under four main themes: 'Implementation process', 'Experiences and observations with teachers', 'School environment and management', 'Faculty and school coordination'. The pre-service teachers who experienced the process in the secondary school rated the lack of a sports hall, the lack of sufficient materials in the school and the difficulties they experienced in classroom management as difficulties, and the supportive approaches of the mentor teachers as comfort. The pre-service teachers who experienced the process in the high school described the sexist attitudes of the mentor teachers and the experience they had with students who did not want to participate in the lesson as difficulties, and the availability of a sports hall and sufficient materials as convenience. Both groups stated that learning outcomes were not considered during physical education lessons, that evaluation principles were not followed in the evaluation process, and that supervisor provided insufficient observation and feedback. Based on the findings, it is suggested that in-service training programmes should be prepared for physical education teachers on the content and outcomes of the physical education curriculum, and that practicum instructors should be given the opportunity to observe each candidate by reducing their course load and the number of candidates assigned to them. The lack of materials and gymnasium mentioned by the pre-service teachers can be overcome by improving the pre-service teachers' alternative thinking and lesson processing skills through courses such as creative drama, materials design, etc.