Abstract
Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher educator. Participants included 23 faculty members and data were collected through interviews over five years. Research team members analyzed the data using both deductive and inductive analysis strategies. Data analysis resulted in three themes that unpacked participants’ experiences relative to teaching in higher education. The findings indicated that in the United States (US), PETE doctoral education provides teaching opportunities, but lacks explicit teacher education training. Moreover, doctoral education focuses on research, but initial positions tend to focus on teaching, and PETE faculty members are compelled to develop into effective teacher educators. Taken together, faculty responsible for leading US PETE doctoral programs should consider the importance of embedding intentional and progressive teacher educator-related opportunities supplemental to graduate program requirements.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.