Through the years: A longitudinal study of physical education teachers from a research-based preparation program

Amelia Mays Woods, Susan K. Lynn

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigated factors that enhanced and constrained the career development of six teachers, who had graduated from the same university teacher education program, in their induction years (Woods & Earls, 1995) and again later in their career cycles. Three participants were physical education teachers (PETs), and three were former physical education teachers (FPETs). Fessler’s (1985) Teacher Career Stage Model provided the theoretical framework. Data sources were: interviews with teachers and their teacher educators and direct observations of lessons. Results indicated that the PETs continued to have skill development as their primary teaching objective. The teachers maintained many of their teaching skills, and shifted between the career cycles of “competency building” and “enthusiastic and growing.” All three FPETs left their physical education positions during the career frustration stage and at the time of publication were in the career exit stage.

Original languageEnglish (US)
Pages (from-to)219-231
Number of pages13
JournalResearch Quarterly for Exercise and Sport
Volume72
Issue number3
DOIs
StatePublished - Sep 2001
Externally publishedYes

Keywords

  • Career
  • Stage
  • Teacher

ASJC Scopus subject areas

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

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