Teacher Socialization from a Dialectical Perspective: Pretraining through Induction

Schempp, Paul G.; Graber, Kim C.

doi:10.1123/jtpe.11.4.329

Cited by 225 publications

(139 citation statements)

References 30 publications

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“…This dialectical exchange is rarely equal. The individual is likely to be reshaped more in the exchange than the organisation (Schempp and Graber, 1992). This 'passing down' of knowledge and culture from experienced to newly qualified staff is known as the 'institutional press' (Zeichner and Tabachnik, 1981).…”

Section: Occupational Socialisationmentioning

confidence: 99%

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: Occupational Socialisationmentioning

confidence: 99%

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

O’Leary

2015

European Physical Education Review

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“…Arguably, coaches serve what is described in physical education as an apprenticeship of observation (Lortie, 1975;Sage, 1989;Schempp, 1989;Schempp & Graber, 1992). This can be divided into two phases: first, being observers and recipients of coaching as performers and second, as neophyte coaches or assistants working with and observing experienced coaches.…”

Section: Coaching and Experiential Knowledgementioning

confidence: 99%

“…An established coach arrives at coach education courses with a long-standing and deep-rooted habitus, a set of beliefs and dispositions that guides actions and is tempered by years of experience in the sport. In the first instance, it would be naive for those involved with coach education to believe that these coaches are waiting to be filled with the professional dogma (Schempp & Graber, 1992) of coaching theory. It could also be argued that coaching courses, with their parceled and specific ways of knowing and communicating (Cushion, 2001;Saury & Durand, 1998), are unable to compete with an established habitus conceived from experience.…”

Section: Current Coach Education: a Critiquementioning

confidence: 99%

“…Indeed, Kirk (1992) suggests that things that are, intentionally or unintentionally, left out of practice remain significant in passing on messages about that practice. Even though coaches' past experiences are uneven in quality and incomplete, they form a screen or filter through which all future expectations will pass (Schempp & Graber, 1992). Coaches thus come to see and interpret future coaching events and observations on the basis of this early experiential foundation (Cushion, 2001;Jones et al, in press).…”

Section: Coaching and Experiential Knowledgementioning

confidence: 99%

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Coach Education and Continuing Professional Development: Experience and Learning to Coach

Cushion¹,

Armour

Jones

2003

Quest

559

515

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Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the "art of coaching" can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. An examination of current coach education and assessment demonstrates that coaching practice viewed as a composite of knowledge has not specifically addressed the pervasive influence of experience on coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching.Until recently, although the importance of coaching to athlete development and national sporting success was increasingly being realized (Sports Coach UK, 2002), there was little agreement as to a future strategic direction for the burgeoning profession. A recent commissioned report ("The development of coaching in the United Kingdom," 1999) brought this situation into stark relief and, subsequently, initiated a process whereby the government-funded Sports Strategy Coaching Task Force recommended the development of National Occupational Standards (NOS) for coaches working within the high performance environment. The QUEST, 2003, 55, 215-230

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“…These approaches often seem to perceive knowledge to be neutral and value free, existing in a social vacuum detached from the wider world (Cushion et al, 2003;Jarvis, 2004). In effect, they view coaches as empty vessels waiting to be filled with coaching theory (Schempp & Graber, 1992) ignoring the ongoing and inevitable social interactions against which such knowledge will be evaluated and applied.…”

mentioning

confidence: 99%

Communities of practice, social learning and networks: exploiting the social side of coach development

Stoszkowski

Collins

2012

Sport, Education and Society

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Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this paper explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions which are largely tempered by their experiences and interactions both with and within their social 'milieu'. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.

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Teacher Socialization from a Dialectical Perspective: Pretraining through Induction

Cited by 225 publications

References 30 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

Coach Education and Continuing Professional Development: Experience and Learning to Coach

Communities of practice, social learning and networks: exploiting the social side of coach development

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