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.

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.

The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

2021 ◽  
pp. 1-11
Author(s):  
K. Andrew R. Richards ◽  
Alyssa M. Trad ◽  
Christopher J. Kinder ◽  
Kim C. Graber ◽  
Amelia Mays Woods
Keyword(s):  
Teacher Education ◽  
Emotional Intelligence ◽  
Physical Education ◽  
Equation Modeling ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Perceived Mattering

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

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.

Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

2021 ◽  
pp. 1-10
Author(s):  
Murray F. Mitchell ◽  
Sue Sutherland ◽  
Jennifer Walton-Fisette
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Lessons Learned ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Programs ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

PETE Faculty’s Perspectives of edTPA: The Range of Change

2020 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Performance Assessment ◽  
Teacher Performance ◽  
Physical Education Teacher ◽  
High Stakes ◽  
Teacher Performance Assessment ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: The purpose of this study was to explore the extent of changes taking place within the context, structure, and culture of university physical education teacher education programs facilitating high-stakes educative Teacher Performance Assessment policy. Method: Utilizing a multiple-case study design framed by analytical dualism, eight physical education teacher education faculty from eight different programs who had direct involvement in the high-stakes educative Teacher Performance Assessment process were investigated. Data from semi-structured individual interviews, focus group interviews, and documents were interpretively analyzed. Results: Faculty reacted in three distinct ways to the process of change: prevailers, conceders, or exceeders. The process appeared to be based upon an implementation continuum from isolation to internalization. Discussion/Conclusions: University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. It is imperative for physical education teacher education faculty to reflect upon the impetus and impact of changes made to their programs.

“It’s My Time to . . . Fight Some of These Battles”: The Life History of an Exemplary African American PETE Faculty Member

2021 ◽  
pp. 1-10
Author(s):  
Richard F. Jowers ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Teacher Education ◽  
African American ◽  
Life History ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
History Of ◽  
Teacher Education Faculty ◽  
American Physical

Purpose: To construct the life history of an exemplary veteran African American physical education teacher education faculty member. Method: The participant was Dr. Andrew Lewis, a retired professor from the College of Charleston. Data were collected through formal semistructured interviews, informal interviews, and documents and artifacts. They were analyzed using analytic induction and constant comparison. Findings: Key findings were that Lewis experienced a significant amount of marginalization throughout his life and career. In addition, he was subjected to different forms of microaggression and stereotype threat. Lewis dealt with these forms of racism by emulating several of his teachers and professors, working hard, and performing to a high level. In addition, he altered the pedagogy he employed. Conclusion: Lewis’s counter-story has the potential to influence other African American physical education teacher education faculty members, administrators, and those who perpetuate stereotypes of African Americans or deal in microaggressions.

scholarly journals The Influence of Organizational Socialization in Preservice Teachers’ Delivery of Sport Education

2017 ◽  
Vol 36 (4) ◽  
pp. 477-484 ◽  
Author(s):  
Jeremiah T. Deenihan ◽  
Ann MacPhail
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Cooperating Teachers ◽  
Organizational Socialization ◽  
Occupational Socialization ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Program Data

Research investigating teachers’ and preservice teachers’ (PSTs) experiences delivering Sport Education (SE) necessitates further attention (Glotova & Hastie, 2014). Research that has been conducted to date has shared varied findings, with some teachers finding it difficult to teach SE in its entirety (Curtner-Smith, Hastie, & Kinchin, 2008). This study investigated seven PSTs’ delivery of SE during their teaching placement in the final year of their physical education teacher education (PETE) program. Data were gathered through pre- and postteaching placement interviews and midteaching placement focus groups, which were analyzed using thematic coding and constant comparison (Miles & Huberman, 1994; Thomas, 2009). Occupational socialization (Lawson, 1983a, 1983b) was used as the framework to analyze the factors that influenced their learning and delivery of SE. Findings show that PSTs encountered specific difficulties related to teaching SE on teaching placement and that their cooperating teachers played a significant role in their delivery of SE.

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.

Sign in / Sign up

Export Citation Format

Share Document