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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 . Ozet Calismanin amaci aday sinif ogretmenlerinin gecmis beden egitimi deneyimlerini ve ogretim uygulamasi deneyimi ile birlikte bakis acilarinin donusumunu kesfetmektir. Calismada nitel durum calismasi yaklasimi kullanilmistir. Ankara Universitesi Egitim Bilimleri Fakultesi Sinif Ogretmenligi ikinci sinifta okuyan sekiz kadin ogretmen adayi calismaya katilmistir. Veriler odak grup gorusmeleri, gozlem, yansitici gunlukler ve kamera kayitlari ile toplanmistir. Verilerin analizinde icerik analizi yontemi kullanilmistir. Sinif ogretmeni adaylarinin beden egitimi dersi ile ilgili gecmis deneyimleri “Gecmis Deneyimler ve Yansimalar” kategorisi altinda, uygulamalar sonrasi degisim ise “Uygulamalar ve Donusum kategorisi altinda sunulmustur. Gecmis deneyimler ve yansimalar kategorisindeki bulgular “beden egitimi bir ders mi?”, “istisnalar kaideyi bozmaz?”, “daha farkli olabilirdi” temalari altinda, uygulamalar ve donusum kategorisi altinda ise bulgular “beden egitimi bir dersmis” temasi altinda yorumlanmistir.  Elde edilen bulgulara gore ogretmen adaylari okul yillarinda beden egitimi derslerinin bos gecmesi, yerine farkli derslerin islenmesi, serbest oyunlarin oynanmasi gibi deneyimlere sahiptir. Bu deneyimlere paralel olarak ogretmen adaylari uygulama yapmadan once bu derse dair gelecek planlarini serbest birakma, eglenceli oyunlar oynatma olarak ifade etmislerdir. Yansitici uygulamalar ile birlikte ogretime iliskin olumlu gelismelerin yani sira, dersin bos ders oldugu algisi ile ilgili bakis acisinin degistigi aday ogretmenlerin goruslerinden ortaya cikmaktadir. Sonuc olarak, gecmis deneyimlerin bakis acilarini sekillendirmede belirleyici oldugu ve yansitici ogretim uygulamalarinin bakis acisinin donusumu surecinde onemli oldugu soylenebilir.

journal of human sciences

Physical education experiences of candidate classroom teachers and transformation of their perspectives through reflective teaching practices&lt;p&gt;Aday sınıf öğretmenlerinin beden eğitimi deneyimleri ve yansıtıcı öğretim uygulamaları yoluyla bakış açılarının dönüşümü