Abstract
THE APPOINTMENT PROCEDURES OF PHYSICAL EDUCATION TEACHERS AND THE HISTORICAL DEVELOPMENT OF PHYSICAL EDUCATION TEACHING IN TÜRKIYE: AN ANALYSIS IN THE CONTEXT OF FIELD CHANGE POLICIES
This study aims to examine the appointment procedures of physical education teachers in Türkiye and the historical development of the physical education teaching profession within the context of field change policies. Since the proclamation of the Republic, the position of physical education teaching within the Turkish education system has undergone significant transformations in parallel with shifts in teacher training policies. In this regard, the research discusses the historical trajectory of physical education teacher training models, the diversification of teacher appointment criteria, and the impacts of field change practices on professional identity, employment, and educational quality. The study adopts a qualitative research approach, employing document analysis of official regulations, Ministry of National Education (MoNE) statistics, Council of Higher Education (YÖK) data, and relevant academic literature. The findings reveal that the physical education teaching profession has been strongly influenced by social, political, and institutional dynamics throughout its historical evolution. In particular, field change policies have played a decisive role in shaping teacher competencies and professional motivation. In conclusion, strengthening the institutional
identity of physical education teaching and aligning field change policies with sustainable educational objectives are considered essential steps toward enhancing teacher quality.
Keywords
Field change, Physical Education, Education Policy, Türkiye.
