Navigating the Realities of the Induction Years: Exploring Approaches for Supporting Beginning Physical Education Teachers

Julene Ensign, Amelia Mays Woods

Research output: Contribution to journalArticlepeer-review

Abstract

Because significant challenges continue to exist in the retention of teachers, the need for an infusion of proactive assimilation strategies, especially related to the induction phase, has become a mandate in physical education. Beginning teachers face countless potential hurdles. From marginalization, role conflict, and teaching diverse student populations, to reality shock and limited resources, the effects of organizational socialization and the realities of the day-to-day workload can be powerful influences on a teacher’s effectiveness and desire to persist. Creating meaningful mentoring relationships, opportunities for purposeful professional development, and timely feedback can serve to help propel teachers through their transition into the field. Acquiring skills to navigate the school culture and provide effective instruction benefits all educational stakeholders. The purpose of this article is to examine the factors that enhance or constrain beginning teachers’ induction processes and offer recommendations for supporting physical educators as they assimilate into the field.

Original languageEnglish (US)
Pages (from-to)80-94
Number of pages15
JournalQuest
Volume69
Issue number1
DOIs
StatePublished - Jan 2 2017

Keywords

  • Assimilation
  • physical education
  • retention
  • socialization
  • teaching

ASJC Scopus subject areas

  • Education

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