Entering the field: beginning teachers’ positioning experiences of the staffroom

Christensen, Erin; Rossi, Tony; lisahunter, Lisa Hunter; Tinning, Richard

doi:10.1080/13573322.2016.1142434

Cited by 10 publications

(10 citation statements)

References 28 publications

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“…When entering this phase, teachers may experience reality shock in their encounters with the actual requirements of the profession, and the lessons learned during PETE are washed out (cf. Christensen et al 2018). However, as Richards, Templin, and Graber (2014) point out, there has to be something to wash out, which in light of previous research showing that PETE is ineffective may not always be the case.…”

Section: Organizational Socializationmentioning

confidence: 86%

Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

Ferry

2018

Physical Education and Sport Pedagogy

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Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers' experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu's concept of habitus. Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016. Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs' experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students' PE subject studies. Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils' character and promote healthy behaviours. The PSTs' background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change. Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.

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Section: Organizational Socializationmentioning

confidence: 86%

Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

Ferry

2018

Physical Education and Sport Pedagogy

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“…During the past few years, studies have been conducted, for example, from the perspective of Occupational Socialisation Theory (see Richards and Templin, 2019) on curriculum design (Prior and Curtner-Smith, 2020a, 2020b) and socialisation into the occupation of PE teachers (Merrem and Curtner-Smith, 2019). From a Bourdieusian perspective, researchers have investigated PE teachers’ positioning in staffroom politics (Christensen et al, 2018) and the effects of a critical pedagogy PETE programme (Philpot et al, 2021). There have also been efforts to develop a measuring instrument to enable quantitative studies on teacher identity (Liu and Keating, 2022).…”

Section: Teachers’ Professional Identity Constructionmentioning

confidence: 99%

“…In PE student teachers’ professional identity construction, the impact of earlier experiences is crucial (Keating et al, 2017). Families and their values, participation in competitive sport, experiences of PE, PE teachers, and coaches in school are all influential in forming the beliefs and values of PE student teachers (Fletcher, 2012; Fletcher et al, 2013; González-Calvo et al, 2021; Wrench, 2017; Wrench and Garrett, 2015).…”

Section: Teachers’ Professional Identity Constructionmentioning

confidence: 99%

“…Prior experiences have been reported to lead to narrow understandings of the nature of PE and PE teachers. These notions include the idea of an ‘appropriate’ PE teacher's body as slim, athletic, and skilled (Fletcher, 2012; Wrench and Garrett, 2015). They also include pedagogical views that favour sport, competition, and the acquisition of various motor skills (Fletcher et al, 2013; Wrench and Garrett, 2015).…”

Section: Teachers’ Professional Identity Constructionmentioning

confidence: 99%

“…These views can have an impact on PE student teachers’ developing PE teacher identity, for example, regarding whether they see themselves as unfit (Fletcher, 2012) or fit for PETE and for teaching PE (Wrench and Garrett, 2015). Prior experiences have been reported to lead to polarised or negative self-images regarding PE and sport – that is, feelings of competence or non-competence (Fletcher, 2012; Fletcher et al, 2013; Garrett and Wrench, 2007). Strongly held religious (e.g.…”

Section: Teachers’ Professional Identity Constructionmentioning

confidence: 99%

See 2 more Smart Citations

Informal learning contexts in the construction of physical education student teachers’ professional identity

Virta

Hökkä

Eteläpelto

et al. 2022

European Physical Education Review

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This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity? What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional identity construction? The data consisted of 20 semi-structured interviews with PE student teachers during the final teaching practice period. The data were analysed using structural and pattern coding methods. The analysis revealed that informal learning contexts contributed to three elements of professional identity construction: professional ambitions, professional values and principles, and professional knowledge and competencies. Three distinct forms of relationships between informal and formal learning contexts in the construction of professional identity were also discovered: complementary, reconstructive and disconnected. Informal learning contexts appear highly influential in the construction of professional identity. The results also point towards a holistic notion of professional identity, where professional and personal aspects of identity merge and overlap in the construction of professional identity.

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Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community

You

Lee

Craig

et al. 2018

Asia-Pacific Edu Res

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Entering the field: beginning teachers’ positioning experiences of the staffroom

Cited by 10 publications

References 28 publications

Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

Informal learning contexts in the construction of physical education student teachers’ professional identity

Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community

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