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.

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.

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.

Influence of Occupational Socialization on the Perspectives and Practices of Internationally Born Sport Pedagogy Faculty Members Working in American Universities

2018 ◽  
Vol 37 (4) ◽  
pp. 397-406 ◽  
Author(s):  
Chan Woong Park ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Physical Education ◽  
Organizational Socialization ◽  
Professional Socialization ◽  
Significant Proportion ◽  
Faculty Members ◽  
Occupational Socialization ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
High Level ◽  
Teaching Orientations

Purpose: The purpose of the study was to examine the influences of occupational socialization on 11 sport pedagogy internationally born faculty members’ (IFMs) perspectives and practices regarding physical education teaching and physical education teacher education (PETE). Method: Data sources were formal and informal interviews and documents illustrating the IFMs’ practices. They were analyzed using constant comparison and analytic induction. Findings and Conclusions: All of the IFMs’ possessed progressive teaching orientations and were committed to carrying out high-level PETE. There were few differences between the current perspectives and practices of IFMs who originated from different regions of the world. The acculturation, professional socialization, and organizational socialization of a significant proportion of IFMs had been positive and led to them possessing strong traditional teaching orientations early in their careers. IFMs’ secondary professional socialization generally played a crucial role in their development of progressive ideas about physical education and PETE. IFMs’ secondary organizational socialization was also largely supportive of these progressive beliefs.

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.

Physical Education Graduate Student Socialization in a Research-Focused Master’s Program

2018 ◽  
Vol 37 (4) ◽  
pp. 373-382 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Kelly L. Simonton ◽  
Angela Simonton
Keyword(s):  
Physical Education ◽  
Doctoral Students ◽  
Graduate Student ◽  
Qualitative Methodology ◽  
Text Message ◽  
Occupational Socialization ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Online Discussion Forum ◽  
Student Socialization

Researchers have begun using occupational socialization theory to understand the experiences of physical education teacher education doctoral students and faculty members. Comparatively little work has been done with graduate students pursuing research-focused masters’ degrees. These programs can serve as pipelines into PhD programs and have implications for the process of becoming a faculty member. Using a qualitative methodology grounded in existential phenomenology, this 2-year longitudinal study sought to understand the perspectives of Angela and Kelly as they navigated the master’s degree program. Data were collected through interviews, an online discussion forum, and text message conversations. Data analysis resulted in the construction of three themes and associated subthemes to describe the data. The primary themes included: (a) adjusting to graduate student life, (b) the importance of relationships, and (c) preparing for life after graduate school. Results are discussed using occupational socialization theory, and implications for research and practice are suggested.

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

Teaching Physical Education in an Urban Intensive Environment

2020 ◽  
pp. 004208592092301
Author(s):  
K. Andrew R. Richards ◽  
Michael A. Hemphill ◽  
Victoria N. Shiver ◽  
Karen Lux Gaudreault ◽  
Victor Ramsey
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Student Diversity ◽  
Physical Educators ◽  
Occupational Socialization ◽  
Structured Interviews ◽  
Urban Context ◽  
Socialization Theory ◽  
Teaching Context

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.

Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula

2020 ◽  
Vol 39 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Laura Prior ◽  
Matthew Curtner-Smith
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Elementary Teachers ◽  
Secondary Schools ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Socialization Theory ◽  
Elementary Physical Education ◽  
Teachers Beliefs ◽  
Interpretive Methods

Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they delivered varied greatly in terms of pedagogies and quality. Each teacher group was closely aligned to orientations for teaching and coaching, and these orientations were forged by the teachers’ socialization profiles. Conclusions: The findings provided clues as to how the cycle of poor and nonteaching might be broken in U.S. elementary schools. In addition, these findings served to potentially modify occupational socialization theory pertaining to physical education.

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.

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.

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