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

Ensign, Julene; Woods, Amelia Mays

doi:10.1080/00336297.2016.1152983

Cited by 22 publications

(23 citation statements)

References 43 publications

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“…Experiences of induction for these Swedish novice PE teachers therefore seemed, in these aspects, to confirm long-standing challenges identified by research from other countries (e.g. Ensign and Woods, 2017;Richards et al, 2019;Stroot and Ko, 2006).…”

Section: Discussionsupporting

confidence: 68%

“…Reality shock arises because entering school as a novice teacher produces anxiety related to expectations from both the PE teachers themselves and significant others in their work context (Ensign and Woods, 2017). When a novice's strong perceptions and experiences developed through acculturation and professional socialization do not align with the perspectives embraced in school, reality shock can occur (cf.…”

Section: Challenges Of Inductionmentioning

confidence: 99%

“…Key challenges of induction, as described in research primarily conducted in Anglophone countries, are various forms of reality shock , feelings of marginalization and isolation (Ensign and Woods, 2017; Richards et al, 2019; Stroot and Ko, 2006).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These are long-lasting problems for which there is still no solution. We argue that further research is needed to understand how to support PE teachers in various contexts early in their careers, and thus is critical to their long-term professional success (Ensign and Woods, 2017; Flory, 2016; Richards et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession

Westerlund

Eliasson

2021

European Physical Education Review

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Novice teachers face several challenges during their first years of socialization in schools, often feeling unprepared in managing the full range of teaching duties. If teacher retention and attrition are to be improved, research on the difficulties encountered by novice teachers in diverse contexts and cultures is required. There is a lack of studies regarding physical education (PE) teachers’ induction processes, especially outside Anglophone countries. The aim of this study was, from an occupational socialization perspective, to examine how Swedish novice PE teachers experience, perceive and manage their induction process. Through a single-case study design with embedded multiple units of analysis, we interviewed eight Swedish novice PE teachers. Based on thematic analysis, the results show that Swedish novice PE teachers experience several challenges related to reality shock, marginalization and isolation during induction. We identified three approaches used by the novices as central to successfully managing challenges of induction in the Swedish context: (1) socializing into a community of colleagues, (2) performing the role of the PE teacher as health promoter and (3) maintaining a critical teaching perspective. We conclude that these novice teachers’ socialization relies heavily on the individual, and therefore we argue that the induction process could be further facilitated by formal organizational support. This paper confirms long-standing difficulties reported in other countries, and contributes with new knowledge of how the approaches used when managing challenges of induction are contextually dependent due to the social and political surroundings of education.

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Section: Discussionsupporting

confidence: 68%

Section: Challenges Of Inductionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession

Westerlund

Eliasson

2021

European Physical Education Review

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“…In this sense, the creation of a supportive culture in school, on the basis of which PE teachers get respect from the other educational staff and acknowledgment for their professionalism, stimulates their self-confidence and self-respect as professionals (Richards et al, 2018). Besides, it is no coincidence that the realization of these conditions in their professional environment is a prominent objective for PE teachers and a constant demand in their professional development and career (Ensign & Woods 2016;Richards, 2015).…”

Section: Jpes ®mentioning

confidence: 99%

Untitled

2019

JPES

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Problem statement: In the complex and changing educational context of the 21st century, the role of school principals has attracted the interest of many surveys as it is viewed as a key factor in school effectiveness. Purpose: The purposes of this study were (a) to investigate the role of school principals based on specific performance criteria, using as effectiveness indicators the perceptions of physical education (PE) teachers and their principals of effective school administration, (b) to determine whether statistically significant differences exist between PE teachers and principals regarding factors that express efficient school administration, and (c) to determine whether statistically significant differences exist in the perceptions of PE teachers and principals of the factor "work experience." Approach: A total of 415 teachers (223 PE teachers, 192 principals), who worked during the school year 2017-2018 in primary and secondary education in the prefectures of Pieria and Imathia of Greece, participated in the survey. The perceptions of PE teachers and school principals of efficient school administration were measured with a questionnaire created by Pashiardis and Orphanou (1999). Results: Results indicated that, in general, PE teachers were satisfied with their principal's management skills. Principals stated that they are more efficient than teachers think they are. A t-test revealed statistically significant differences in all the factors, in favor of principals. Α one-way analysis of variance revealed statistically significant differences in the factor "school programs" according to PE teachers with more than 20 years of work experience. Moreover, statistically significant differences were found in the factors "school climate," "problem-solving and decisionmaking," and "student management," in favor of older principals; in the factors "organization and administration" and "professional development of the principal," in favor of principals with 15-19 years of experience; and in the factor "cooperation with the ministry's officials," in favor of principals with 10-14 years of experience. Conclusions: There is a discrepancy between the perceptions of PE teachers and their principals of effective school administration. This suggests the need for improving principals' competence through specific training.

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Resilience as a Crucial Training Topic in Teacher Induction Plans: A Systematic Literature Review

Regalado

Mena

Gratacós³

2021

Palgrave Studies on Leadership and Learning in Teacher Education

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

Cited by 22 publications

References 43 publications

‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession

‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession

Untitled

Resilience as a Crucial Training Topic in Teacher Induction Plans: A Systematic Literature Review

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