Abstract
Purpose: Scholars, including those in physical education, have investigated the socialization of higher education faculty members. Informed by self-study of teacher education practices and occupational socialization theory, we aimed to understand Kevin’s experiences during a transition from one institution to another with the help of his critical friend, Jim. Methodology/Methods: Data were collected through prolonged journaling and critical friend discussions. Resulting text files were analyzed thematically with a focus on identifying turning points. Findings: Themes developed through qualitative analysis included: (a) readjusting scholarly targets and embracing grantspersonship, (b) giving up control and facilitating research, and (c) balancing being a team player with self-advocacy. Discussion/Conclusions: Kevin’s transition was supported by recognizing shifting norms of his new faculty role and influence of self-study of teacher education practices for ongoing, career professional development. Prior and current socialization influences framed this development.
Original language | English (US) |
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Pages (from-to) | 580–589 |
Journal | Journal of Teaching in Physical Education |
Volume | 41 |
Issue number | 4 |
Early online date | Sep 25 2021 |
DOIs | |
State | Published - Oct 2022 |
Keywords
- boundary crossing
- self-study of teacher education practice
- occupational socialization theory
- higher education
- faculty socialization