Issues and Themes of Socialization into Physical Education

Socialization of Prospective Physical Education Teachers: The Story of New Blood

“…Like traditional cohorts of students, these M.Ed. students described anticipatory socialization experiences that were similar to those described in previous research on the recruitment phase of socialization (Dewar & Lawson, 1984;Hutchinson & Buschner, 1996;Lawson, 1983aLawson, , 1983bLortie, 1975;O'Bryant, 1996;Stroot & Williamson, 1993;Templin et al, 1982). They were attracted to the feld by the love of the content, the dynamics and culture of the work in sport and physical education settings, and the opportunities to work with young people.…”

“…According to Stroot and Williamson (1993), the occupational socialization model is a more useful model to examine the process of socialization into teaching physical education. Three phases of socialization into teaching physical education have been identifed within the occupational socializa tion model (Lawson, 1983a(Lawson, , 1983bTemplin & Schempp, 1989).…”

“…There are a variety of ways to describe the process of socialization into teaching (Lawson, 1983a;Stroot & Williamson, 1993;Templin & Schempp, 1989). Templin and Schempp (1989) engaged in the study of teacher socialization for the past two decades assuming a dialectic view of socialization and describing it as a dynamic process.…”

“…Two major theoretical models have been used to examine the socialization process of teachers: Fuller's Developmental Teacher Concerns Model (Fuller, 1969) and Occu pational Socialization (Stroot & Williamson, 1993) . According to Stroot and Williamson (1993), the occupational socialization model is a more useful model to examine the process of socialization into teaching physical education.…”

‘I'm allowed to experiment’: the role of people with psychiatric disorders in facilitating students' learning

“…At the same time, students are not simply passive learners, merely absorbing what is presented to them; they also seek and respond to learning experiences in accordance with their own goals and expectations (Stroot and Williamson, 1993). What is more, their fieldwork learning runs the gauntlet of an array of demands ranging from supervisors' performance expectations, through patients' or clients' needs and requirements, to the demands of students' personal lives beyond the fieldwork setting (Tompson and Ryan, 1996).…”