Novice teachers’ challenges of teaching physical education in urban schools

Abstract

ABSTRACT Guided by occupational socialisation theory (Lawson [1983a] Toward a model of teacher socialization in physical education: The subjective warrant, recruitment, and teacher education. Journal of Teaching in Physical Education, 2(3), 3–16. https://doi.org/10.1123/jtpe.2.3.3; Lawson [1983b]. Toward a model of teacher socialization in physical education: Entry into schools, teachers’ role orientations, and longevity in teaching (part 2). Journal of Teaching in Physical Education, 3(1), 3–15. https://doi.org/10.1123/jtpe.3.1.3; Lortie [1975]. Schoolteacher. University of Chicago Press) and culturally relevant physical education (CRPE) (Flory and McCaughtry [2011]. Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research Quarterly Forexercise and Sport, 82(1), 49–60), this study aimed to identify the challenges experienced by two novice physical education teachers working in urban schools. To accomplish this, two participants completed five written reflections and five in-depth interviews each across eight months. Despite strong academic backgrounds, successful internships in urban settings, and teacher education programs intentionally designed to prepare them for teaching in urban school settings, the participants described two overarching challenges they experienced: a lack of resources and issues implementing the curriculum. Considering the participants’ prior experience and context-specific training to work in urban school settings, the results reinforce the necessity for additional training, support, and stronger partnerships between universities, schools, and districts to bolster teacher retention in urban schools.