Influence of Occupational Socialization on Sport Pedagogy Doctoral Students’ Beliefs and Actions

2021 ◽  
pp. 1-9
Author(s):  
Richard F. Jowers ◽  
Jamie J. Brunsdon ◽  
Jacob T. Peterson ◽  
Hayden L. Mitchell ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Physical Education ◽  
Doctoral Students ◽  
Past Research ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
Analytic Induction ◽  
Hybrid Forms

Purpose: To examine the influence of occupational socialization on the beliefs and actions of six sport pedagogy doctoral students (DSs) in terms of physical education (PE) teaching and physical education teacher education (PETE). Method: Data were collected with five qualitative techniques and analyzed by employing analytic induction and constant comparison. Results: DSs had conservative or liberal views about PE and endorsed hybrid forms of PETE, which included elements of the behavioristic, traditional/craft, and critical inquiry orientations. Patterns of socialization that shaped these beliefs and actions were both congruent and contrasting with those described in past research. Conclusions: The study highlights the importance of asking potential DSs about their beliefs and the forces that shaped those beliefs during recruitment. In addition, it indicates that the potency of doctoral education can be enhanced when it has a dual focus on PETE and research and when DSs experience it within a cohort.

scholarly journals Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students

2011 ◽  
Vol 30 (3) ◽  
pp. 296-313 ◽  
Author(s):  
Hong-Min Lee ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Physical Education ◽  
Graduate Education ◽  
Doctoral Students ◽  
Occupational Socialization ◽  
Degree Programs ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
The Impact ◽  
Analytic Induction

The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.

The Doctorate in Physical Education Teacher Education in the 21st Century: Contexts and Challenges

2011 ◽  
Vol 30 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Phillip Ward ◽  
Sue Sutherland ◽  
Marianne L. Woods ◽  
B. Ann Boyce ◽  
Grace Goc Karp ◽  
...  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Core Content ◽  
The Status

In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with including the recruitment of doctoral students, the lack of diversity of faculty and students, the purpose of the doctoral degree, and core content knowledge for the degree. Throughout the discussion we provide questions and recommendations for the field to consider.

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.

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.

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.

Principled, Modest, and Giving … Don Hellison’s Impact Through the Eyes of His Peers

2020 ◽  
Vol 39 (3) ◽  
pp. 321-330 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Work Experience ◽  
Physical Education Teacher ◽  
Gender History ◽  
Education Teacher ◽  
Written Responses ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
K 12

This paper consists of reflections by a group of higher education peers on Don Hellison’s impact and legacy. The group of peers reflects a mix of gender, history and (work) experience with Hellison, and philosophical positions. Their views are presented around thematic topics, based on written responses to select questions. Some of the themes include Hellison’s impact on school physical education, physical education teacher education, his atypical role and identity as a researcher and scholar, and him being ahead of his time. The consensus view across Hellison’s peers is Hellison having impacted K–12 physical education, physical education teacher education, and the sport pedagogy research enterprise in significant ways that will be long lasting.

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