Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model

Abstract

ABSTRACT Background: As schools become more diverse, preservice physical educators remain predominantly White from middle class backgrounds. There is a need to provide future teachers with cultural awareness and social justice training. The culturally relevant physical education framework provides three steps to follow, the tenets of which align with the teaching personal and social responsibility model. Occupational socialization theory is a useful lens for understanding preservice teachers’ receptivity to new pedagogical practices based on their initial socialization into the field of physical education. Purpose: To understand the ways in which socialization experiences influenced the development of culturally relevant physical education through the teaching personal and social responsibility model while teaching in an afterschool program in a high-poverty school. Data collection and analysis: A phenomenological case study approach was utilized with twelve preservice physical education teachers (eight males, four females) serving as participants. The study occurred over the span of two semesters within methods courses and associated early field experiences. Data sources included critical incident reflections, weekly online journal responses, writing assignments, field notes, systematic observations and reflections, and semi-structured interviews. Inductive and deductive analysis occurred with constant comparison across each data source throughout open and axial coding and theme development. Findings: Qualitative data analysis resulted in the construction of three themes: (a) getting to know the public, (b) the acknowledgement of cultural distance, and (c) bridging the gap. Preservice teachers struggled initially, feeling uncomfortable in the new setting and placing blame on the students. Over time, they progressed towards getting to know more about the student’s daily experiences and home lives. Ultimately, they developed relationships and value for their students and a deeper understanding of how they may be able to alter their teaching to meet their students’ needs. Discussion: The themes were well aligned with the steps of culturally relevant physical education. Further, the preservice teachers made consistent reference to the teaching personal and social responsibility model as a guide in the process of reformulating their subjective theories of physical education to meet student needs. Physical education teacher education programs should consider incorporating both the culturally relevant physical education and the teaching personal and social responsibility model into their development as they promote understanding of and connections with their students. Further research should be conducted to understand how preservice teachers may further their depth of knowledge and connection to their students’ lives outside of the school setting.