Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master’s Degree

2020 ◽  
Vol 37 (3) ◽  
pp. 304-323
Author(s):  
Steven K. Holland ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Master's Degree ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
First Year ◽  
Research Approach ◽  
Occupational Socialization ◽  
Individuals With Disabilities ◽  
Master’S Degree

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

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.

Experiences in Physical Education: Exploring the Intersection of Visual Impairment and Maleness

2018 ◽  
Vol 35 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Justin A. Haegele ◽  
T. Nicole Kirk
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Visual Impairments ◽  
Phenomenological Analysis ◽  
Adapted Physical Education ◽  
Primary Sources ◽  
Research Approach ◽  
Telephone Interviews ◽  
Field Notes

The purpose of this study was to adopt an explicitly intersectional approach to examine the embodied perspectives of males with visual impairments about physical education. An interpretative phenomenological analysis research approach was used, and six adults (18–33 years) who identified as males with visual impairments acted as participants. The primary sources of data were semistructured, audiotaped, telephone interviews and reflective field notes. Thematic development utilized a four-step interpretative phenomenological analysis-guided analytical process. Based on the data analysis, the following three interrelated themes emerged: (a) “I didn’t feel very integrated”: Noninclusionary experiences based on blindness; (b) “Oh great, where’s my cane now?”: Bullying, blindness, and maleness; and (c) “Okay, just do what you can”: Competitive culture glass ceiling. The themes highlight several issues that have been faced by males with visual impairments, which should be considered by physical education and adapted physical education personnel to enhance the quality of education for this population.

scholarly journals O Esporte na Natureza e a Sistematização das Práticas de Aventura na Educação Física Escolar

2021 ◽  
Vol 7 (1) ◽  
pp. 12-22
Author(s):  
Yasmim Gonçalves ◽  
Liana Rocha ◽  
Luciana Venâncio ◽  
Luiz Neto
Keyword(s):  
Physical Education ◽  
Residency Program ◽  
Lesson Plans ◽  
Northeastern Brazil ◽  
Physical Education Teachers ◽  
Research Approach ◽  
Scholarship Students ◽  
Education Degree ◽  
Education Courses ◽  
Adventure Sports

The formative processes of Brazilian physical education teachers address the bodily practices of adventure in some initial and continuing teacher education courses. In this article, we investigated the theme in the context of the physical education degree course at the Federal University of Ceará, in northeastern Brazil, with students who participated in the pedagogical residency program. The objective is to identify how adventure bodily practices are associated with sports, as a cultural element, and the environmental themes from the lesson plans prepared by scholarship students from the pedagogical residency program in physical education. The methodology is guided by the qualitative research approach, with descriptive characteristics, and theoretically subsidized by a thematic convergence proposal, based on the survey of 17 lesson plans that addressed the systematization of adventure bodily practices. We identified five adventure sports for elementary and high school, with predominance, respectively, of skateboarding, parkour, slackline, surfing and paintball in the theme of the classes. As a result, we found that the proposal can guide teachers when planning their classes regarding adventure practices, adding different perspectives in the theoretical and methodological field of physical education. The findings allowed us to understand, foremost, the convergence between adventure practices and the environmental demands.

Comparison of Visual Information Processing between Preservice Students and Experienced Physical Education Teachers

1996 ◽  
Vol 16 (1) ◽  
pp. 79-87 ◽  
Author(s):  
Daniel Behets
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Visual Information ◽  
Experienced Teachers ◽  
Inservice Teachers ◽  
Physical Education Teachers ◽  
First Year ◽  
Critical Events ◽  
First Year Students ◽  
Eye Fixations

In this study, experienced physical education teachers’ observation skills in teaching situations are compared to that of first- and last-year student teachers. The 56 participants were shown 12 slides from a gymnastics lesson, and after viewing it for 4 s, they were asked to report what they had seen. The number of items and critical events reported were analyzed. No significant differences were found between the three groups on the number of events reported or for the number and duration of the eye fixations. Significant differences were found for the number of critical events reported and fixated. Last-year students and experienced teachers correctly reported more critical events on the slide scenes than first year students, but there were no significant differences in observational capacities between last year students and experienced teachers. This study demonstrated the need for observational training, not only during preservice, but also for inservice teachers.

scholarly journals The situation of Polish higher education graduates on the labour market in the first year after graduation

2018 ◽  
Vol 9 (4 (31)) ◽  
pp. 87-99
Author(s):  
Adam Damrath
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Master's Degree ◽  
Education Level ◽  
First Year ◽  
Job Seeking ◽  
Fields Of Study ◽  
Master’S Degree ◽  
Polish Higher Education

The literature highlights the present-day problem of misalignment between skills possessed by graduates and employer expectations. This has been shown to considerably affect the length of time spent by graduates on job seeking and – consequently – their earnings. It is particularly interesting to compare the situation of graduates of various levels and fields of study in Poland among those surveyed by the MNiSW (Ministry of Science and Higher Education) – 2016. The study provides interesting conclusions confirming the thesis that an increase in the education level leads to increased income. Thus, those graduating with a Master’s degree find work more easily and earn higher salaries. The article analyses the MNiSW, OECD, EU, GUS databases. The work is analytical and descriptive.

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