Socialization of Prospective Physical Education Teachers: The Story of New Blood

O'Bryant, Camille P.; O’Sullivan, Mary; Raudensky, Jeanne

doi:10.1080/713696033

Cited by 51 publications

(33 citation statements)

References 12 publications

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“…In comparison with earlier studies, these three characteristics were not mentioned as important for PE teachers in Pikes and Fletcher's (2014) review of the research in the area; however, having a passion for PE, serving as a role model and other characteristics such as being creative and flexible and being fit were mentioned. The reason to why PSTs in this study value these specific characteristics higher than previous studies is not obvious, however, the results coincide with O'Bryant, O'Sullivan, and Raudensky's (2000) qualitative study on a non-traditional group of prospective PE teachers (i.e. older, more diverse backgrounds), who were more committed to teaching children PE and to motivating all pupils to participate.…”

Section: Perceptions Of a Good Pe Teachersupporting

confidence: 46%

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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: Perceptions Of a Good Pe Teachersupporting

confidence: 46%

“…Acculturation is the phase prior to the formal decision to pursue teacher education (Lawson 1984;O'Bryant, O'Sullivan, and Raudensky 2000). During this phase, early experiences form the basis of role identities and the ways individuals envision themselves as teachers.…”

Section: Acculturationmentioning

confidence: 99%

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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“…Professional socialisation, or 'pre-service' education (O'Bryant et al, 2000), refers to the influence of ITE and consists of the process by which teachers are equipped with knowledge and skills in preparation for their role as PE teachers (Lawson, 1983a;Curtner-Smith, 1999). Yet, in Lawson's original conception, the notion of CPD appears to have been overlooked.…”

Section: Professional Socialisation Through Ite Experiencesmentioning

confidence: 99%

“…In the context of CPD, several scholars have called for more research into the factors affecting teachers' development of perceptions and knowledge of PE (O'Bryant et al, 2000;Martin et al, 2008;Morgan & Bourke, 2008). Armour and Duncombe (2004) also remind us about the paucity of rigorous evaluation into existing PE-CPD courses.…”

Section: Introductionmentioning

confidence: 98%

From PE experiences to PE teaching practices? Insights from Scottish primary teachers' experiences of PE, teacher education, school entry and professional development

Elliot

Atencio²,

Campbell

et al. 2013

Sport, Education and Society

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suggest that further research is needed to explore how non-specialist primary teachers approach and teach physical education (PE) based on their personal school PE backgrounds, teacher education experiences and ongoing professional development. This paper adopts Lawson's socialisation model, a theoretical framework subsequently used by many other researchers, to explore how primary teachers' experiences in various contexts 'shape [their] knowledge and beliefs about the purpose of physical education, its content and teaching approaches'. Examining teachers' beliefs and attitudes towards PE is arguably important as it highlights how they approach the profession and enact particular teaching practices. We examine the views of 327 non-specialist primary teachers who participated in a postgraduate certificate in primary PE run by the Universities of Glasgow and Edinburgh. This article reports findings from the baseline data of our longitudinal research*arguably crucial in ascertaining teachers' starting point and useful in monitoring the programme's impact. Our findings suggest the prevalence of negative PE experience during primary and secondary years, which we considered part of Lawson's 'acculturation' phase. Experiences during initial teacher education (ITE) or 'professional socialisation' showed that teachers were only given a basic starting point, which was inadequate for teaching PE effectively. The initial teaching experience or 'organisational socialisation' stage also presented major challenges for teachers who endeavoured to apply knowledge and skills acquired during 'professional socialisation'. We suggest that how teachers' conceptions about PE are formulated and the accounts of challenges they encountered upon school entry are vital for the design and delivery of effective ITE and PE-CPD. Additionally, these findings underpin the need for more critical and reflective learning experiences at all levels of PE.

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“…Las experiencias previas satisfactorias, sobre todo en los deportes de equipo, favorecen que los futuros docentes adquieran una percepción de competencia motriz que les hace creer que pueden ser más competentes en la profesión de maestro de educación física, ya que estos contenidos son los que creen que predominan en la educación primaria y secundaria (VALTONEN et al, 2015). El éxito y el gusto por el deporte parece ser uno de los motivos para iniciar los estudios de profesor de educación física (O'BRYANT;O'SULLIVAN;RAUDENSKY, 2000).…”

Section: Introductionunclassified

Importancia De Las Experiencias Previas en La Vocación Y Elección De La Titulación De Profesor Con Mención en Educación Física

et al. 2016

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Resumen: Los objetivos del estudio fueron determinar cuál es la influencia de la práctica deportiva realizada en la etapa escolar y en la actualidad en la elección de la especialidad de profesor de Educación Física. En este estudio contó con 234 participantes con grado de profesores de ducación primaria, donde un 67,5% eran mujeres y un 32,5% eran hombres. Se ha realizado un estudio cuantitativo mediante encuesta, de tipo descriptivo e inferencial. El alumnado de la especialidad de maestro de Educación Física se caracteriza por poseer mayores recursos previos para diseñar un calentamiento, un programa de acondicionamiento físico o practicar deportes y actividades físicas en la naturaleza. Los estudiantes que se percibe que tienen más capacidades para participar y organizar actividades de danza y baile se han decantado por las otras especialidades, siendo las mujeres las que más capaces se sienten en este tipo de tarea. Las capacidades adquiridas en la escuela para practicar actividad física, el género y la experiencia personal en actividades físicas de ocio influyen en la vocación para ser de profesor de educación física.Resumo: Os objetivos do estudo foram determinar qual a influência da prática desportiva realizada em meio escolar e na atualidade, na escolha da especialidade de professor em Educação Física. Neste estudo participaram 234 participantes com o grau de professores de educação primária, em que 67,5% eram mulheres e 32,5% homens. Realizou-se um estudo quantitativo utilizando uma pesquisa do tipo descritiva e inferencial. Os alunos com a especialidade de professores de Educação Física caraterizam-se por terem mais recursos para projetarem um aquecimento, um programa em ginástica ou em desportos e atividades físicas na natureza. Os estudantes que se percebe terem mais capacidades para participar de e organizar atividades de dança e baile inclinaram-se pelas outras especialidades, sendo as mulheres as que se sentem mais capazes neste tipo de tarefa. As competências adquiridas na escola para a prática de atividade física, o género e a experiência pessoal em atividades físicas de lazer influenciam a vocação para ser professor de Educação Física. Abstract:The aim of this study is to determine how sports practice during school years and presently affects teachers' beliefs and perceptions about Physical Education. The descriptive and survey-based inferential study included 234 Primary Education student teachers (67.5% women and 32.5% men). Physical Education students are characterized by having higher previous resources to design warming-up routines, a physical conditioning program of sports and physical activities. Students who perceive themselves as more capable of participating and organizing dance-related activities chose other areas, and women felt more capable to conduct that task. Sport experience and beliefs acquired during school years for physical activity, gender and personal experience in spare-time physical activities impact one's call to be a Physical Education teacher. Palavras

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Socialization of Prospective Physical Education Teachers: The Story of New Blood

Cited by 51 publications

References 12 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

From PE experiences to PE teaching practices? Insights from Scottish primary teachers' experiences of PE, teacher education, school entry and professional development

Importancia De Las Experiencias Previas en La Vocación Y Elección De La Titulación De Profesor Con Mención en Educación Física

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