Physical Education Teacher Education Futures

ABSTRACT The purpose of study one was to describe the influence of occupational socialization on the physical education teacher education (PETE) programs sport pedagogy doctoral students’ (DSs) intended to deliver once they began life as faculty members in universities and colleges. Participants were eight DSs located at four American universities. Data were collected with four interpretive techniques (formal and informal interviews, documents and artifacts, written outline of an ideal PETE program) and analyzed using analytic induction and constant comparison. DSs had conservative, liberal, and eclectic beliefs regarding PETE. The forces that shaped the DS’s views and beliefs were mostly similar to those described in previous research, although there were some new and nuanced findings. The study indicates the need for DSs to explore their own views regarding physical education and PETE and the forces that shaped their perspectives. The purpose of study two was to describe the influence of secondary organizational socialization on seven early career faculty members’ (FMs) implementation of physical education teacher education (PETE). Data were collected with four qualitative techniques and analyzed with standard interpretive methods. Cultural elements and conditions that helped or hindered FMs’ deliver PETE were identified. FMs coped with negative and unfavorable elements of their cultures and conditions by fully complying with, strategically complying with, and strategically redefining their situations, or finding a new position. The stories of these FMs should inspire administrators, senior colleagues, and those training doctoral students to reflect on the degree to which they help or hinder neophyte FMs, as well as aid doctoral students preparing to make the transition into faculty positions. The purpose of study three was to describe the impact of secondary organizational socialization on mid-career faculty members’ (FMs) delivery of physical education teacher education (PETE). Data were collected with four qualitative techniques and analyzed using analytic induction and constant comparison. Cultural components and conditions that supported or undermined the FMs’ implement PETE were identified. FMs fully complied with positive aspects of their cultures and conditions and coped with negative and unfavorable aspects by strategically complying with or strategically redefining their situations, or finding a new position. These FMs’ stories should help doctoral students transition into higher education and inspire other FMs and administrators to reflect on the extent to which they support or undermine those attempting to conduct PETE.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2021

Author dc:creator

• Brunsdon, Jamie Jacon

Advisor dc:contributor.advisor

• Curtner-Smith, Matthew

Contributors dc:contributor

• Woodruff, Elizabeth
• Sinelnikov, Oleg
• Walker, David
• Han, Hyemin

• Acculturation
• Organizational socialization
• Physical education
• Professional socialization
• Secondary organizational socialization
• Secondary professional socialization

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

http://purl.lib.ua.edu/181740
u0015_0000001_0004030
Brunsdon_alatus_0004D_14654

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/8305