Changing Universities on the Tenure Track: Integrating Into a New Workplace Culture

2021 ◽  
pp. 1-10
Author(s):  
K. Andrew R. Richards ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Faculty Members ◽  
Occupational Socialization ◽  
New Faculty ◽  
Self Advocacy ◽  
Faculty Role ◽  
Socialization Theory ◽  
Self Study ◽  
Team Player ◽  
Critical Friend

Purpose: Scholars, including those in physical education, have investigated the socialization of higher education faculty members. Informed by self-study of teacher education practices and occupational socialization theory, we aimed to understand Kevin’s experiences during a transition from one institution to another with the help of his critical friend, Jim. Methodology/Methods: Data were collected through prolonged journaling and critical friend discussions. Resulting text files were analyzed thematically with a focus on identifying turning points. Findings: Themes developed through qualitative analysis included: (a) readjusting scholarly targets and embracing grantspersonship, (b) giving up control and facilitating research, and (c) balancing being a team player with self-advocacy. Discussion/Conclusions: Kevin’s transition was supported by recognizing shifting norms of his new faculty role and influence of self-study of teacher education practices for ongoing, career professional development. Prior and current socialization influences framed this development.

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.

scholarly journals New Faculty Cross Borders Through Self-Study in Teacher Education: Global Horizons

2008 ◽  
Vol 18 (1) ◽  
Author(s):  
Candace Figg ◽  
Shelley Griffin ◽  
Chunlei Lu ◽  
Peter Vietgen
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Faculty Members ◽  
Professional Life ◽  
New Faculty ◽  
Global Era ◽  
Professional Experiences ◽  
Self Study ◽  
New Education ◽  
Share Information

This paper outlines findings from a self-study group’s investigation of personal and professional experiences between four new education faculty members. Bringing diverse teacher education experiences from three different countries, the group is situated in a Canadian university undergoing a transition toward becoming a comprehensive institution in the competing global era. Three identified themes emerged: professional value, survival, and maintaining balance. Findings revealed that self-study allows participants to share information, identify issues, appreciate personal and professional life, enjoy being teacher educators, understand teacher education, console and support each other to survive in the initial years, and maintain a balanced professional life.

Research and Practical Implications of Integrating Autobiographical Essays Into Physical Education Teacher Education

2020 ◽  
pp. 1-6
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Wesley J. Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Elementary Education ◽  
Occupational Socialization ◽  
Essay Writing ◽  
Research Perspective ◽  
Education Practice ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Personal Belief

The purpose of this research note is to introduce and overview both the teaching and research applications of autobiographical essay writing. Grounded in occupational socialization theory and teacher reflection, the authors propose that autobiography can be a powerful tool in helping preservice and in-service teachers more deeply reflect on their prior socialization experiences, which may help them to better understand and be willing to critique their personal belief structures. The authors provide an overview of how autobiographical essays have been used and include recommendations for teacher education practice. From a research perspective, the authors argue that autobiographical essays provide a targeted strategy for collecting reflective data on individuals’ background socialization experiences. Such data are critical for socialization scholars who are interested in understanding how teachers’ biographies influence their current teaching beliefs and practices. Applications for physical education-adjacent spaces, including doctoral education, adapted physical education, and elementary education, are also discussed.

scholarly journals Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Darlene Parker ◽  
Deirdre Smith ◽  
Patricia Goldblatt
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Faculty Members ◽  
Initial Teacher Education ◽  
Case Study Methodology ◽  
Self Study ◽  
Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

An Exploratory Study of Undergraduate Recruitment into Several Major Programs at One University

1991 ◽  
Vol 10 (3) ◽  
pp. 286-306 ◽  
Author(s):  
David E. Belka ◽  
Hal A. Lawson ◽  
Susan Cross Lipnickey
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Occupational Socialization ◽  
Education Majors ◽  
Exploratory Research ◽  
Education Programs ◽  
Socialization Theory ◽  
Teacher Education Majors ◽  
The Impact ◽  
Undergraduate Teacher Education

The impact of teacher education programs is determined in part by characteristics of the teaching recruits. Nevertheless, research on recruits remains the exception rather than the rule, and most prior studies have neither been informed by nor contributed to occupational socialization theory. The exploratory research reported here is informed by such theory and is designed to contribute to it. Questionnaires were completed by 55 undergraduates upon entry into several undergraduate majors. In addition to conventional data about each recruit’s biography and physical activity background, teacher education recruits were compared with recruits in other majors. Attention was given to several career concepts (e.g., career map, career contingency, internal career) and differences between early and late deciders. One important finding, which differed from previous work, was that some teacher education recruits viewed learning as the primary purpose of school physical education programs. This finding is encouraging, given the “busy, happy, and good” orientation found in previous studies of undergraduate teacher education majors.

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.

Understanding US PETE Faculty Stress in the Sociopolitical Environment of Higher Education

2021 ◽  
pp. 1356336X2110537
Author(s):  
K. Andrew R. Richards ◽  
Shelby E. Ison ◽  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Chloe Walsh ◽  
...  
Keyword(s):  
Physical Education ◽  
Faculty Development ◽  
Faculty Members ◽  
Occupational Socialization ◽  
Structured Interviews ◽  
High Expectations ◽  
Role Stressors ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Faculty Stress

Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating the stress of their work in sociopolitical department and university environments. Participants included 36 US PETE faculty members (20 female, 16 male). Data were collected using in-depth, semi-structured interviews. Results highlighted the ways in which participants experienced and navigated the stress associated with their work environments. Specific themes included: (a) ambiguous, conflicting, and high expectations for performance contribute to role stress, (b) department cultures can challenge and marginalize physical education, (c) (development of) personal approaches and coping strategies to manage role stressors, and (d) networks of support are integral to faculty development and socialization. Results are discussed with implications for how various roles and the internalization of those roles impacted participants’ perceived stress while addressing the intra- and interpersonal strategies participants employ to navigate these stressors. Recommendations related to both doctoral education and continuous faculty development are provided and future directions for research are forwarded.

Old Story with a New Twist: Applying Decision Theory to Advance Understanding of the Negative Socialization Cycle of Physical Education Teachers

2016 ◽  
Vol 5 (3) ◽  
pp. 189-199 ◽  
Author(s):  
James D. Wyant ◽  
Kristi N. Wyant
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Physical Education ◽  
Decision Theory ◽  
Physical Education Teachers ◽  
Teacher Education Programs ◽  
Occupational Socialization ◽  
Education Programs ◽  
Socialization Theory ◽  
K 12

In recent years, the physical education (PE) profession has been forced to confront a plethora of issues, from the demise of teacher education programs to the loss of programming in the K–12 context. Calls for change and a time of introspection have been prompted by this climate. The impetus for change has long been a staple of PE discourse. Occupational socialization theory, which describes the forces that shape the decisions and behaviors of physical education teachers, offers insight on the change narrative. Emerging from the results of occupational socialization research are myriad negative issues that highlight a perplexing problem—some PE teachers have the propensity to make irrational decisions. The purpose of this article is to apply decision theory as a means to critically examine issues that have emerged from the negative socialization cycle of PE teachers. Beyond connecting theories, suggestions will be provided to improve the decision-making of PE professionals.

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