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

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.

Understanding the interpretation and implementation of social and emotional learning in physical education

“…The interview protocol was developed by the first two authors. The interview questions were developed in reference to occupational socialisation theory (Templin & Schempp, 1989) with a particular emphasis on how prior and current socialisation experiences influence the interpretation and implementation of pedagogies and teaching practices (Curtner‐Smith et al ., 2008; Richards & Gordon, 2017; Starck et al ., 2018). These questions were grouped into sections related to (a) personal background, (b) school context, (c) teaching philosophy/style, (d) teaching to the affective domain and (e) interpretation and implementation of SEL.…”

“…A recent emphasis within OST relates to understanding the ways in which physical educators interpret, or read (Gore, 1990), pedagogical models and practices based on their prior socialisation experiences. This work has illustrated how teachers’ pedagogies and practices are influenced by their anticipatory socialisation, professional socialisation and the support in their current school (Richards & Gordon, 2017; Starck et al ., 2018). Related to this influence, Curtner‐Smith and colleagues (2008) argued that teachers’ current and prior socialisation experiences lead to different interpretations of pedagogical models that manifest as full, watered down or cafeteria style (i.e.…”

“…Richards and Gordon (2017) conducted research in New Zealand specifically related to teachers’ interpretation and implementation of the teaching personal and social responsibility (TPSR) model (Hellison, 2011), which places primary emphasis on the affective domain and the cultivation of SEL competencies. The teachers’ use of the model was influenced by their own values and prior socialisation experiences as well as school‐wide SEL initiatives.…”

The Effectiveness of Teaching Personal and Social Responsibility Teaching Model in Improving Responsibilities

“…Proposed by Don Hellison to offer children and adolescents who are at risk of lacking social sense, have the opportunity to develop their personal and social skills and responsibilities [5]. The TPSR learning model has four main objectives to be achieved in the context of physical education learning namely students becoming more respectful, involved or participating, students are more independent and care about others [6]. Meanwhile, according to [7] the five levels of responsibility and basic components, are:  Level I. respecting the rights and feelings of others.…”

Improve Student Behavior Respect through Learner Model TPSR Judging from Assertiveness

“…TPSR aims to enhance responsible attitudes that are built slowly through direct experience in physical activities starting from personal to social responsibility [12][13][14][15][16]. The general description of the attitude of responsibility found in the TPSR learning model is sorted as follows: level 0 means irresponsible, level 1 means Respect, level 2 means Participation, level 3 means Independence, level 4 means Concern, level 5 means Learning Outside [17].…”