Professional insiders/outsiders? Teacher professionalism and the primary school Physical Education specialist

Abstract

This paper provides a context for exploring the positioning of Physical Education specialist teachers (PE specialist teachers) in primary schools in Queensland in the discourses of teacher professionalism. A critical analysis of literature on the history and status of the subject and its practitioners aims to contextualize discourses in and about professionalism and the primary school PE specialist. The paper demonstrates the location of the PE specialist teacher in an Australian context under independent and interdependent themes. This critical review of literature identifies a lack of studies and research in the area of teacher professionalism as described, defined and enacted by PE specialist teachers.

Factor Structure of the Korean Version of the Occupational Socialization of Beginning Physical Education Teachers Scale in the Context of the COVID-19 Pandemic and Its Relationship with Health Perception Education

“…Furthermore, the studies by Neil [ 51 ], Hanson-Smith [ 52 ], Lee and Yoo [ 23 ], Brooks and DinanThompson [ 53 ], and Cho et al [ 25 ] argue that in-service teacher education should be strengthened. In particular, systematic support should be provided to change the culture of the schools to which beginning physical education teachers belong, and this support should shift from being work-oriented to class-oriented [ 54 ].…”

“…In particular, systematic support should be provided to change the culture of the schools to which beginning physical education teachers belong, and this support should shift from being work-oriented to class-oriented [ 54 ]. Brooks and DinanThompson [ 53 ] further argue that teachers’ administrative work should be reduced to create an atmosphere that enables them to spend more time and effort on enhancing their classes. Hence, these studies emphasize that teachers should strive to develop expertise, as well as that if the school culture in which teachers are involved does not change together with teachers, their efforts are likely to result only in temporary changes; then, teachers are likely to continue to be dependent on the work of a few outstanding teachers, like they currently do, and not be able to demonstrate sufficient collective capabilities by themselves.…”