SUMMARY
The aim of this study is to examine physical education experiences of candidate classroom teachers and the transformation of their perspectives along with the reflective teaching practices in courses. Qualitative case study approach was used in this study. Eight women candidate classroom teachers who were in the second year of their undergraduate studies at Ankara University Faculty of Education participated in the study. Criterion sampling was used during the selection of students. The data was collected by means of focus group interviews, observation, reflective diary and videos. Content analysis method was used in the analysis of the data. Results that under the categories of past experiences and reflections and practices and tranformation were interpreted under themes that “Is it a physical education lesson?”, “exceptions do not break the rule”, “it could have been more different” and “physical education was a lesson”. According to the obtained findings, candidate teachers have experiences during school years such as empty passing of physical education lessons, processing of different courses instead of physical education lessons, playing free games. In parallel with these experiences, teacher candidates have been expressed their future plans for this lesson as releasing and playing funny games before practicing. In addition to positive developments in teaching with reflection practices it emerges from their views that perception of free lesson of candidate teachers has changed. This study has revealed that past physical education lessons have a very important place in shaping the perspectives of candidate classroom teachers and that the teaching practices are significant in the transformation process of these perspectives.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetÇalismanin amaci aday sinif ögretmenlerinin geçmis beden egitimi deneyimlerini ve ögretim uygulamasi deneyimi ile birlikte bakis açilarinin dönüsümünü kesfetmektir. Çalismada nitel durum çalismasi yaklasimi kullanilmistir. Ankara Üniversitesi Egitim Bilimleri Fakültesi Sinif Ögretmenligi ikinci sinifta okuyan sekiz kadin ögretmen adayi çalismaya katilmistir. Veriler odak grup görüsmeleri, gözlem, yansitici günlükler ve kamera kayitlari ile toplanmistir. Verilerin analizinde içerik analizi yöntemi kullanilmistir. Sinif ögretmeni adaylarinin beden egitimi dersi ile ilgili geçmis deneyimleri “Geçmis Deneyimler ve Yansimalar” kategorisi altinda, uygulamalar sonrasi degisim ise “Uygulamalar ve Dönüsüm kategorisi altinda sunulmustur. Geçmis deneyimler ve yansimalar kategorisindeki bulgular “beden egitimi bir ders mi?”, “istisnalar kaideyi bozmaz?”, “daha farkli olabilirdi” temalari altinda, uygulamalar ve dönüsüm kategorisi altinda ise bulgular “beden egitimi bir dersmis” temasi altinda yorumlanmistir. Elde edilen bulgulara göre ögretmen adaylari okul yillarinda beden egitimi derslerinin bos geçmesi, yerine farkli derslerin islenmesi, serbest oyunlarin oynanmasi gibi deneyimlere sahiptir. Bu deneyimlere paralel olarak ögretmen adaylari uygulama yapmadan once bu derse dair gelecek planlarini serbest birakma, eglenceli oyunlar oynatma olarak ifade etmislerdir. Yansitici uygulamalar ile birlikte ögretime iliskin olumlu gelismelerin yani sira, dersin bos ders oldugu algisi ile ilgili bakis açisinin degistigi aday ögretmenlerin görüslerinden ortaya çikmaktadir. Sonuç olarak, geçmis deneyimlerin bakis açilarini sekillendirmede belirleyici oldugu ve yansitici ögretim uygulamalarinin bakis açisinin dönüsümü sürecinde önemli oldugu söylenebilir.