Occupational Socialization and the Design of Teacher Education Programs

1986 ◽  
Vol 5 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Hal A. Lawson

The following analysis is one-sided and selective. It is an attempt to derive guidelines for the design of teacher education programs from recent work on the occupational socialization of physical educationists. The work cited is limited almost exclusively to that completed by the author and his former students. This can be justified insofar as this analysis doubles as a benchmark for an additive and integrative research program, indicating which questions need to be asked next and signalling the practical significance of past work. The discussion begins with a definitional treatment of occupational socialization prior to identifying guidelines for teacher education programs.

1991 ◽  
Vol 10 (3) ◽  
pp. 286-306 ◽  
Author(s):  
David E. Belka ◽  
Hal A. Lawson ◽  
Susan Cross Lipnickey

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.


2016 ◽  
Vol 5 (3) ◽  
pp. 189-199 ◽  
Author(s):  
James D. Wyant ◽  
Kristi N. Wyant

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.


2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.


2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 


1967 ◽  
Vol 34 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Louis Schwartz

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.


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