Addressing the Sociopolitical Realities of Teaching through Standards-Based Reform to Post-Licensure Master’s Degree Programs

K. Andrew R. Richards, Lynn D. Housner, Thomas J. Templin

Research output: Contribution to journalArticle

Abstract

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs.

Original languageEnglish (US)
Pages (from-to)398-415
Number of pages18
JournalQuest
Volume71
Issue number4
DOIs
StatePublished - Oct 2 2019

Keywords

  • Occupational socialization theory
  • marginalization
  • physical education
  • physical education teacher education
  • school sociopolitics
  • teacher stress

ASJC Scopus subject areas

  • Education

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