Future Research on Physical Education Teacher Education Professors

1991 ◽  
Vol 10 (3) ◽  
pp. 229-248 ◽  
Author(s):  
Hal A. Lawson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Career Guidance ◽  
Future Research ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Work Lives ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Research Perspectives

Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.

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.

scholarly journals Teaching physical education teacher education (PETE) online: Challenges and solutions

2020 ◽  
Vol 29 (2) ◽  
pp. 13
Author(s):  
Chunlei Lu ◽  
Joe Barrett ◽  
Olivia Lu
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Future Research ◽  
Physical Education Teacher ◽  
Research Directions ◽  
Education Teacher ◽  
Face To Face ◽  
Physical Education Teacher Education ◽  
Future Research Directions ◽  
Online Environments

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

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.

Recruitment of undergraduate students in kinesiology: Implications for physical education

2020 ◽  
Vol 27 (1) ◽  
pp. 132-149
Author(s):  
K Andrew R Richards ◽  
Daniel P Gawrisch ◽  
Victoria N Shiver ◽  
Matthew D Curtner-Smith
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Undergraduate Students ◽  
Professional Socialization ◽  
Future Research ◽  
Physical Education Teacher ◽  
Structured Interviews ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Act

Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants ( n = 75) were kinesiology undergraduate students at a large, public university in the US Midwest. Quantitative data included forced-choice questions regarding socialization experiences ( n = 75) that were analyzed descriptively and through independent-samples t-tests to identify gender differences. Qualitative data included autobiographical essays ( n = 75) and semi-structured interviews ( n = 23), analyzed using a multi-phase process. Health and fitness was the most highly rated recruitment facilitator, and many of the facilitators were different than those noted in the physical education literature. The four qualitative themes included the following: (a) the influence of family, teachers and coaches, and medical mentors on career choice; (b) future career goals aligned with the helping professions; (c) negative experiences in physical education act as a barrier to recruitment; and (d) firsthand and active recruitment into kinesiology. Participants’ negative physical education experiences reinforces the idea that the passive recruitment process serves to socialize some students out of physical education. Future research should consider professional socialization within kinesiology-aligned fields outside of physical education. Active recruitment initiatives should be designed to increase enrollments in physical education teacher education.

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.

A Collaborative Approach to Self-Study Research in Physical Education Teacher Education

2016 ◽  
Vol 35 (3) ◽  
pp. 290-295 ◽  
Author(s):  
K. Andrew ◽  
R. Richards ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Lessons Learned ◽  
Future Research ◽  
Physical Education Teacher ◽  
Ongoing Research ◽  
Education Teacher ◽  
Study Research ◽  
Physical Education Teacher Education ◽  
Self Study

Self-study is a self-focused, improvement-oriented approach to understanding one’s own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by faculty working in physical education teacher education. The purpose of this research note is to advocate for the use of self-study as part of a larger research agenda focused on understanding faculty development and experiences within physical education teacher education. We connect the self-study of teacher education practices to occupational socialization theory and discuss the ways in which self-study can help faculty think more critically about their work as it relates to teaching, research, and service. We also discuss best practices for self-study and lessons learned as they relate to an ongoing research project. We close by discussing implications of self-study work and recommendations for future research.

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