‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession

Abstract

Novice teachers face several challenges during their first years of socialization in schools, often feeling unprepared in managing the full range of teaching duties. If teacher retention and attrition are to be improved, research on the difficulties encountered by novice teachers in diverse contexts and cultures is required. There is a lack of studies regarding physical education (PE) teachers’ induction processes, especially outside Anglophone countries. The aim of this study was, from an occupational socialization perspective, to examine how Swedish novice PE teachers experience, perceive and manage their induction process. Through a single-case study design with embedded multiple units of analysis, we interviewed eight Swedish novice PE teachers. Based on thematic analysis, the results show that Swedish novice PE teachers experience several challenges related to reality shock, marginalization and isolation during induction. We identified three approaches used by the novices as central to successfully managing challenges of induction in the Swedish context: (1) socializing into a community of colleagues, (2) performing the role of the PE teacher as health promoter and (3) maintaining a critical teaching perspective. We conclude that these novice teachers’ socialization relies heavily on the individual, and therefore we argue that the induction process could be further facilitated by formal organizational support. This paper confirms long-standing difficulties reported in other countries, and contributes with new knowledge of how the approaches used when managing challenges of induction are contextually dependent due to the social and political surroundings of education.

Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system

“…The increased confidence in the teacher role could be seen in the story of Eva, for example. In congruence with previous research (Westerlund and Eliasson, 2022), Eva had expanded her teaching perspective and she now involved her pupils more in finding various ways to reach the goals she had set out:In the beginning, I did not have the confidence to try many new things in teaching. Now, when my pupils ask me if they can do TikTok videos, I feel, ‘well, it is dancing, right?’ and then include it in the lesson.…”

“…Since the induction period, some of the participants had been involved in a broader range of school development, taking on responsibilities such as part-time school leaders or engaging in continuous professional development – for example, promoting various projects that aim for increased physical activity among children and youth (Fanny) or developing the PE subject in regional professional networks (Eva). As shown by, for example, MacDonald (1995) and Westerlund and Eliasson (2022), involvement in various projects and taking on extended responsibilities can be a way for the PE teacher to gain respect from colleagues and administration.…”

“…Despite clearly being a demanding and challenging phase for novices, studies conducted in various contexts stress the apparent lack of formal professional support in the form of induction programmes (e.g. Shoval et al, 2010; Westerlund and Eliasson, 2022). Instead, the experiences, above all, depend on contextual factors, such as access to informal collegial collaborations, and the feeling of being a valued member of the teacher community (Keay, 2006; Westerlund and Eliasson, 2022).…”

“…Shoval et al, 2010; Westerlund and Eliasson, 2022). Instead, the experiences, above all, depend on contextual factors, such as access to informal collegial collaborations, and the feeling of being a valued member of the teacher community (Keay, 2006; Westerlund and Eliasson, 2022). In addition to the reality shock often portrayed among novice PE teachers, significant barriers to positive experiences include feelings of isolation and marginalization (Ensign and Woods, 2017; Stroot and Ko, 2006).…”

“…That is, through examples from PE teachers’ experiences of teaching in a decentralized school system, where SNAE determines and stipulates regulations for schools nationally, and school leaders and teachers have autonomy to decide the activities and teaching at the local school. To the best of our knowledge, with the exceptions of Westerlund and Eliasson’s (2022) and Tolgfors et al’s (2022) studies on Swedish novice PE teachers’ experiences of the initial induction process, few studies have been conducted on novice PE teachers’ challenges in a Swedish context, and none on their experiences over time. Thus, this study contributes important knowledge for both policy and research (Lindqvist et al, 2014), which may inform the content of PETE nationally and internationally.…”