Abstract
ABSTRACT Professors in teacher education are positioned to be significant socializing agents to their students. In turn, teacher education faculty members undergo their own unique brand of socialization through association with faculty peers, students, and others. This self-study by a visiting faculty was improvement-oriented and influenced by a personal drive to be an effective instructor for students who were not majoring in physical education. I analyzed my journey via a range of data sources including: a reflective journal, critical friendship discussions, and student course ratings. These sources helped me view my teaching practice through my own lens and through the eyes of my students. Data analysis focused on identifying turning points and critical incidences that changed or challenged my thinking and/or practice. Two interrelated themes were developed: (a) A Journey from Seeking Role Model Status to a More Authentic Focus on Students; and (b) Navigating Mounting Internal Pressures. I discuss my results from a socialization lens. I found it particularly impactful to my self-study journey to have the support of a faculty team invested in my growth and development as a professional.
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