Impact of Secondary Organizational Socialization on North American, Asian, and European Early Career Faculty Members’ Delivery of Physical Education Teacher Education

Abstract

Purpose: To describe the impact of secondary organizational socialization on 10 early career faculty members’ (FMs) delivery of physical education teacher education (PETE). Method: The FMs worked in universities situated on three different continents. Data were collected with four qualitative techniques (formal interviews, written ideal PETE program, document analysis, and prerecorded film) and analyzed by using analytic induction and constant comparison. Findings: FMs delivered PETE that was a hybrid of the behavioristic, traditional/craft, critical-inquiry, and personalistic orientations to teacher education. The cultures and conditions in which FMs worked were mainly positive and favorable and aided them in delivering PETE. FMs coped with negative cultural elements and unfavorable conditions that constrained them through strategic compliance, strategic redefinition, or finding a new position. Conclusion: Findings were similar across continents and should help with efforts to improve the transition of neophyte FMs into the workplace.