Induction of Beginning Physical Educators into the School Setting

Stroot, Sandra A.; Ko, Bomna

doi:10.4135/9781848608009.n24

Cited by 88 publications

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“…In contrast, the recently qualified teacher at the same school in O'Leary (2014) who delivered an incomplete version of TGf U had only encountered the PCK underpinning TGf U during the organisational stage. Most PE teachers are likely to face a reality shock if they have conservative orientations and are inducted into an innovative school/PE department or vice versa (Stroot and Ko, 2006). Secondly, and again in contrast to his recently qualified colleague (O'Leary, 2014), Pete has taught for seven years at the Celtic Academy to refine his use of TGf U.…”

Section: Resultsmentioning

confidence: 99%

“…He had accepted and implemented the customary pedagogical strategies (Stroot and Ko, 2006). The Celtic Academy 'institutional press' (Zeichner and Tabachnik, 1981) had encouraged the innovative pedagogical status quo.…”

Section: Discussionmentioning

confidence: 99%

“…This 'passing down' of knowledge and culture from experienced to newly qualified staff is known as the 'institutional press' (Zeichner and Tabachnik, 1981). This press can result in reality shock for the inexperienced teacher if s/he has custodial orientations and is inducted into an innovatively orientated school culture or vice-versa (Stroot and Ko, 2006). Induction assistance and mentoring can reduce such reality shock.…”

Section: Occupational Socialisationmentioning

confidence: 99%

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Learning informally to use the ‘full version’ of teaching games for understanding

O’Leary

2015

European Physical Education Review

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This paper examines an experienced teacher's employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors that influenced his use of TGfU. Qualitative data were collected from interviews, lesson observations and documentary evidence. Inductive data analysis indicated the teacher delivered the 'full version' of the model largely congruent with the creators' intentions. The traditional approach to games teaching seen in his childhood and partially learned in higher education were 'washed out' by the influence of teaching colleagues and the development of a student-centred approach to teaching games. This study indicates it is possible to overcome traditional approaches to games teaching and informally learn to use TGfU successfully given conducive circumstances and sufficient time.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Occupational Socialisationmentioning

confidence: 99%

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Learning informally to use the ‘full version’ of teaching games for understanding

O’Leary

2015

European Physical Education Review

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“…Fitting in -the informal learning, is likely to be a stronger influence than the formal learning from their teacher training programme. As a result, many teachers who might want to be innovative and introduce different or new practices to which they were introduced in teacher training do not feel able to do so (see, for example, Stroot and Ko, 2006). Thus, the impact of formal learning in teacher training is negated relatively soon after newly qualified teachers start in their first post.…”

Section: Socialisationmentioning

confidence: 99%

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

Capel

2007

The Curriculum Journal

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All knowledge is socially constructed, including physical education teachers' knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development.

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“…These studies have focused largely on the socialisation process rather than motivation using an existing motivational model (Belka, Lawson, & Lipnickey, 1991;Dewar & Lawson, 1984;Moriera, Fox, & Sparkes, 2002;Richardson & Watt, 2006). Earlier socialisation studies have positioned the pre-service teacher in more passive ways, whereas more contemporary views have suggested that the pre-service teacher is more active in their socialisation into the profession (Stroot & Ko, 2006). Socialisation studies have identified individual reasons for choosing to become a physical education teacher, rather than identifying common attractors and facilitators or underlying motivational constructs in choice of profession (Spittle, Jackson, & Casey, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Reasons And Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education

Spittle

2014

AJTE

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Induction of Beginning Physical Educators into the School Setting

Cited by 88 publications

References 0 publications

Learning informally to use the ‘full version’ of teaching games for understanding

Learning informally to use the ‘full version’ of teaching games for understanding

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

The Reasons And Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education

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