Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education

2019 ◽  
Vol 36 (4) ◽  
pp. 472-491 ◽  
Author(s):  
Wesley J. Wilson ◽  
K. Andrew R. Richards
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Socialization Theory ◽  
Physical Education Teacher Education

Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.

Effects of occupational socialization on United States secondary physical education teachers’ beliefs regarding curriculum design

2019 ◽  
Vol 26 (1) ◽  
pp. 179-197 ◽  
Author(s):  
Laura F Prior ◽  
Matthew D Curtner-Smith
Keyword(s):  
United States ◽  
Teacher Education ◽  
Physical Education ◽  
Curriculum Design ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teachers Beliefs

The purpose of this study was to examine the effects of occupational socialization on the development of United States secondary physical education teachers’ beliefs and actions regarding curriculum design. Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed using analytic induction and constant comparison. Three groups of teachers were identified: non-teachers, conservatives, and progressives. Key influences on the teachers’ beliefs and values were their orientations to teaching and coaching. These orientations had been formed during their acculturation and were untouched or reinforced by their physical education teacher education. The cultures in which they worked generally supported the non-teachers’ perspectives. Practical implications of the study focused on the need for careful selection of preservice teachers, ways in which to deliver physical education teacher education, and the need for increased accountability in schools.

Influence of Occupational Socialization on the Perspectives and Practices of Adapted Physical Education Teachers

2018 ◽  
Vol 35 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Chan Woong Park ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
School Cultures ◽  
Persons With Disabilities ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Adapted Physical Educators

The purpose of this study was to describe and examine the occupational socialization of nine adapted physical educators (APEs). The questions we attempted to answer were (a) What were the perspectives and practices of the APEs? and (b) What factors influenced these perspectives and practices? Data were collected through six qualitative techniques and analyzed by using analytic induction and constant comparison. At the time the study was conducted, the APEs possessed traditional or progressive teaching orientations. They had been attracted to a career as an APE through their participation in sport and physical activity and interactions with persons with disabilities. The quality of adapted physical education teacher education the APEs received varied, but high-quality adapted physical education teacher education appeared to exert a powerful influence on their values and pedagogies. The school cultures and conditions in which the APEs worked on entry into the workforce either served to support or negate their programs. We conclude the paper by providing several hypotheses regarding the influences of occupational socialization on in-service APEs’ teaching.

Recruitment and initial socialization into adapted physical education teacher education

2019 ◽  
Vol 26 (1) ◽  
pp. 54-69 ◽  
Author(s):  
K Andrew R Richards ◽  
Wesley J Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
The United States ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Adapted Physical Educators

While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing. Results revealed similarities and differences in the recruitment of adapted physical educators and physical education generalists. Specific themes included: (a) individuals with disabilities were the most powerful socializing agents; (b) both positive and negative experiences in sport and physical education facilitated recruitment; (c) an incomplete apprenticeship of observation framed recruitment; and (d) participants had different background experiences and espoused diverse career goals. Results are discussed with implications focusing on the socialization of both physical educators and adapted physical education specialists.

Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

2019 ◽  
Vol 38 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Jenn M. Jacobs ◽  
K. Andrew R. Richards ◽  
Zach Wahl-Alexander ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Outdoor Education ◽  
Field Experience ◽  
Physical Education Teacher ◽  
Descriptive Case Study ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

PETE Faculty Preferences and Responsibilities for Research, Teaching, and Service in the United States

2020 ◽  
Vol 39 (3) ◽  
pp. 396-406
Author(s):  
Kim C. Graber ◽  
K. Andrew R. Richards ◽  
Chad M. Killian ◽  
Amelia Mays Woods
Keyword(s):  
Teacher Education ◽  
Faculty Members ◽  
Work Role ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Institution Type ◽  
Education Teacher ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: Grounded in occupational socialization theory, the purpose of this investigation was to examine U.S. physical education teacher education faculty members’ work role preferences, how their actual work role responsibilities compare to institutional expectations, and differences in these preferences and responsibilities based on gender and institution type (i.e., bachelor’s, master’s, and doctoral institutions). Methods: Participants included 323 physical education teacher education faculty members (188 females and 135 males) from 230 institutions of higher education who completed an online survey. Data were analyzed using descriptive statistics and a series of 3 × 2 (Institution Type × Gender) factorial analysis of variances. Results: There was relative alignment between what faculty members are expected to do, what they prefer to do, and how they actually spend their time. There are, however, some important differences based on gender and institutional classification. Discussion/Conclusion: Results are discussed within the framework of occupational socialization theory and with reference to faculty role expectations and the propensity for role conflict.

Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program

2021 ◽  
Vol 40 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Tan Leng Goh ◽  
Kristin Scrabis-Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Community Of Practice ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Online Discussion Forum ◽  
Movement Integration

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.

Chapter 6: Preservice Teachers’ Perceptions of Twitter for Health and Physical Education Teacher Education: A Self-Determination Theoretical Approach

2020 ◽  
Vol 39 (4) ◽  
pp. 472-480 ◽  
Author(s):  
Brendon P. Hyndman ◽  
Stephen Harvey
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Self Determination ◽  
Computer Assisted ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. Methods: Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Results: Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Discussion/Conclusions: The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs.

Teaching Personal and Social Responsibility in Physical Education Teacher Education

2018 ◽  
pp. 143-162 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Victoria Nicole Ivy ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Social Responsibility ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Low Income Children ◽  
Personal And Social Responsibility

Service-learning has gained popularity in physical education programs as a way to prepare pre-service teachers to work with culturally diverse students. The chapter contributes to this growing movement developing a conceptual framework for the development of a service-learning program fit to meet (a) the learning needs of low-income children and families; (b) the education, training, and socialization needs of preservice teachers; and (c) the design requirements of best practice interventions. A research- and theory-driven application of service-learning through the teaching personal and social responsibility pedagogical model is overviewed in reference to one physical education teacher education program. Lessons learned from the implementation of this model are discussed, as are implications for practice. Improvement science is offered a methodology that can help researchers develop the responsiveness of these initiatives while also furthering the research base of the field.

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