TY - JOUR
T1 - Entering the Field of Physical Education
T2 - The Journey of Fifteen First-Year Teachers
AU - Ensign, Julene
AU - Mays Woods, Amelia
AU - Kulinna, Pamela Hodges
N1 - Publisher Copyright:
© 2018 SHAPE America.
PY - 2018/1/2
Y1 - 2018/1/2
N2 - Purpose: Given the significant challenges facing today’s physical educators, the purpose of this study was to examine the expectations of induction teachers and identify the factors in both their personal and organizational environments enhanced or constrained their assimilation into the field during their 1st year. Method: Using occupational socialization theory as a guide, data from demographic surveys and a series of formal interviews with participants at the beginning, middle, and end of the school year were inductively analyzed for theme development. Results: Results revealed positive acculturation experiences and unity regarding the purpose of physical education as preparing students to be fit for a lifetime. Barriers were noted to be family and personal crises, role conflict, isolation, marginalization, issues with classroom management and discipline, and difficulties in developing positive relationships with stakeholders. Enhancers were identified as positive interactions and rapport with students, colleagues, and administrators and favorable individual dispositions. Conclusion: Implications indicate a need for purposeful physical education teacher education training to proactively address these barriers during professional preparation as well as the creation of additional support systems for beginning teachers.
AB - Purpose: Given the significant challenges facing today’s physical educators, the purpose of this study was to examine the expectations of induction teachers and identify the factors in both their personal and organizational environments enhanced or constrained their assimilation into the field during their 1st year. Method: Using occupational socialization theory as a guide, data from demographic surveys and a series of formal interviews with participants at the beginning, middle, and end of the school year were inductively analyzed for theme development. Results: Results revealed positive acculturation experiences and unity regarding the purpose of physical education as preparing students to be fit for a lifetime. Barriers were noted to be family and personal crises, role conflict, isolation, marginalization, issues with classroom management and discipline, and difficulties in developing positive relationships with stakeholders. Enhancers were identified as positive interactions and rapport with students, colleagues, and administrators and favorable individual dispositions. Conclusion: Implications indicate a need for purposeful physical education teacher education training to proactively address these barriers during professional preparation as well as the creation of additional support systems for beginning teachers.
KW - Induction
KW - PETE
KW - socialization
UR - http://www.scopus.com/inward/record.url?scp=85038620236&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85038620236&partnerID=8YFLogxK
U2 - 10.1080/02701367.2017.1408951
DO - 10.1080/02701367.2017.1408951
M3 - Article
C2 - 29261432
AN - SCOPUS:85038620236
SN - 0270-1367
VL - 89
SP - 66
EP - 79
JO - Research Quarterly for Exercise and Sport
JF - Research Quarterly for Exercise and Sport
IS - 1
ER -