| dc.description.abstract | The purpose of today's education programs is to equip students with values besides academic success. This study aims to determine the views of teachers on the implementation of the values within the scope of the physical education and sports curriculum. 19 physical education teachers with four years or more professional experience working in public schools in the 2021-2022 academic year were included in the study. The research was created according to a descriptive phenomenological design, which is one of the qualitative research methods. The qualitative data analysis program MAXQDA 2020 was used in the research, and the data were interpreted by dividing them into codes, categories and themes with the content analysis method. The meaning of the values in the curriculum as a concept, the practices in the process of teaching values to students, the views on the school lessons, the education of the teachers, the obstacles to teaching values to students, the situation of the family and the school, the primary and secondary values, and the views of the teachers on the teaching of values were revealed in the findings. The following data were obtained after the data analysis: physical education teachers and the lessons are very effective and important in teaching values to students, the value explanations in the curriculum are generally understandable but they are given in an unplanned manner in practice, the undergraduate and in-service trainings on values are insufficient and inefficient, and such factors as social media, family structure, and the location of the school affect the transfer of values; however, the teaching of values will be more effective and productivity will increase by consideration of teacher training by authorities, cooperation and teachers' suggestions. Based on these results, recommendations have been presented regarding improving the quality and quantity of the undergraduate and in-service training of physical education teachers in terms of values education, writing the value expressions in the learning outcomes more clearly and preparing written and visual guides on how these values can be taught, and conducting values education with school-family cooperation. | en_US |
