Abstract
The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.
Highlights
The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices
Lawson (1986) defined occupational socialization as any kind of socialization that influences individuals to select PE teaching as a profession and which affects their practical knowledge about teaching and their actions as physical educators
The results showed that occupational socialization during childhood and teacher education (TE) has influenced teachers’ practical knowledge, perceived competence and planning and instruction in teaching PE
Summary
The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. El propósito de este estudio cualitativo de casos múltiples fue examinar la influencia de la socialización ocupacional en los conocimientos prácticos, la confianza en el contenido de la enseñanza y las prácticas pedagógicas promulgadas de tres profesores noveles de Educación Física que enseñaban en escuelas primarias finlandesas. Verloop, Van Driel and Meijer (2001) used practical knowledge as an overarching inclusive concept that includes a variety of mental processes from conscious and well-balanced opinions to unconscious and unreflected insights that underlie teachers’ actions in practice. They pointed out that, “in the mind of the teacher, components of knowledge, beliefs, conceptions, and intuitions are inextricably intertwined” The main emphasis is on the complex totality of teacher’s mental processes, where knowledge and beliefs are seen as inseparable, beliefs are seen as a more personal component and refer to individual values, attitudes and ideologies, while knowledge as a content-related component with a focus on teacher’s more factual propositions (Meijer et al, 2002; Witterholt, Goedhart, & Suhre, 2016)
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