Occupational socialization theory describes the acculturation, professional preparation, and organizational socialization of physical education teachers and addresses factors that contribute to their decisions and behaviors. Utilizing occupational socialization theory as a grounding framework, this paper summarizes research conducted on teacher socialization in physical education and provides recommendations for future research. Each of the three phases of socialization is reviewed as are related constructs. The paper concludes with a discussion of socialization into physical education more generally and addresses the limitations of the current body of literature. Future researchers are encouraged to continue using occupational socialization theory as a framework though which to understand the careers and pedagogical decisions of physical education teachers.
Recent attention has focused on examining the process of becoming a teacher. Researchers have begun studying the stages of socialization that influence the beliefs, behaviors, and perspectives of those who choose to teach. The purpose of this article is to explore the earlier stages of professional socialization, focusing on four periods (pretraining, preservice, field experiences, and induction) that have the potential to significantly impact teacher development. The authors maintain that prospective teachers participate in a dialectical process, determining to some degree which beliefs they will acquire and which they will ignore. Specifically, this article supports the notion that a dialectical process exists during all four selected periods of socialization—a contest between societal expectations and the individual inclinations of prospective teachers.
The purpose of this investigation was to examine overweight students’ perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher than the gender- and age-specific 85th percentile based on Centers for Disease Control growth charts. Data collection included formal interviews with students and their parents. The primary findings indicate that students have mixed opinions concerning the benefits to be derived from physical education. Despite recognizing the relationship between lack of physical activity and obesity, many participants avoided participation because they had been traumatized to the extent of exhibiting symptoms consistent with learned helplessness. Participants demonstrated greater concern about visibility than they did about their performance, which suggests they might engage in physical activity if shielded from the view of peers.
The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated general pedagogical knowledge into teaching was contingent on the placement setting, support of the cooperating teacher, influence of pupils, and level the student teacher was teaching. Student teachers had greater difficulty incorporating pedagogical content knowledge. The student teachers from one university all believed they were primarily influenced by one particular teacher educator. A single powerful individual may be more important in shaping preservice student beliefs than an entire program of courses and experiences.
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