Comparatively analyzing the physical education curriculum in elementary education according to teacher opinions in Turkey and England

The purpose of the research is to examine the teaching programs of physical education in the first term of the primary schools in Turkey and in England comparatively according to gender, education level and seniority variable in the four basic dimensions (purpose, content, teaching-learning process, measurement and evaluation) according to the view of the teachers. The research group was created from teachers who conduct physical education classes in the first term of primary schools in the cities of Ankara and London. A total number of 107 teachers took place in the study from Ankara, out of them 96(89.7%) were class teachers and 11 (10.3%) were physical education teachers, while from London 83(100 %) teachers took place in the research, all of them work as a class teacher due to the situation that the lessons in the first term of primary school are carried out only by class teachers. The data which was required for the research was gathered through the "Assessment Form for the Teaching Program of Physical Education"which was developed by the researcher. In the analyses, in addition to descriptive statistics, the t-test which belongs to the differences between the arithmetic average in independent samples and the analysis of one-way variance were used. In the conclusion, in terms of Turkey the teachers expressed generally positive opinions about the dimensions of the purpose of program (X¯ =3,49), content (X¯ =3,53), teaching-learning process (X¯ =3,43) while the views regarding to the dimension of measurement and elevation (X¯ =3.30) were found to be at medium level. In England, the teachers in general specified positive opinions about the dimensions of program's purposes (X¯ =3,90), content (X¯ =3,82), teaching-learning process (X¯ =3.81), their views regarding the dimension of measurement and evaluation (X¯ =3, 39) were found at medium level. In both of the countries, significant difference was not found on all of the aspects of the program according to the gender variable. According to the seniority variable significant difference was not found between the teachers' views on all of the program's aspects, in England significant difference was observed in the dimension of teaching -learning process and program's content related to the seniority of the teachers. According to the variable of class size in terms of Turkey difference was found between the opinions of the teachers while in England difference was not found. © JPES