Socialisation and learning to teach using the teaching personal and social responsibility approach

K. Andrew R. Richards, Barrie Gordon

Research output: Contribution to journalArticlepeer-review

Abstract

Occupational socialisation theory (OST) is a dialectical approach to understanding teachers’ recruitment, training, and lived experiences in school settings. Research using this model has shown that socialisation influences how physical educators interpret or ‘read’ pedagogical models. However, this research has not been extended to the teaching personal and social responsibility (TPSR) model, which differs from other models in its concurrent focus on responsibility and physical activity outcomes. This study, therefore, sought to understand how physical educators learned to use the model in light of current and prior socialisation. Participants included eight physical education teachers (five females, three males) from two schools in New Zealand. Data collection included four individual interviews with each teacher and systematic and ethnographic observations of teaching. Results indicated that prior socialisation and influences within the current school influenced fidelity to the TPSR model. Social support and alignment of the model with other school initiatives supported implementation, whereas a lack of clarity and competing priorities reduced fidelity. Results are discussed in relation to OST, and future directions for research are proposed.

Original languageEnglish (US)
Pages (from-to)19-38
Number of pages20
JournalAsia-Pacific Journal of Health, Sport and Physical Education
Volume8
Issue number1
DOIs
StatePublished - Jan 2 2017
Externally publishedYes

Keywords

  • Teaching personal and social responsibility
  • model fidelity
  • occupational socialisation theory
  • school context

ASJC Scopus subject areas

  • Education
  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation

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