Teacher Socialization in Physical Education: A Scoping Review of Literature

Richards, K. Andrew R.; Pennington, Colin G.; Sinelnikov, Oleg A.

doi:10.1123/kr.2018-0003

Cited by 89 publications

(71 citation statements)

References 87 publications

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“…For example, local education authorities and school curriculum teams digest changes handed down from the government, but individual teachers make final interpretations that guide their implementation. Consistent with previous research, PE teachers’ interpretation, or reading (Gore, 1990), and implementation of the curriculum was shaped primarily by prior socialisation experiences that influenced their subjective theories about the goals and purposes of PE (Richards et al ., 2019). When these prior experiences aligned with SEL (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Occupational socialisation theory provides a dialectical perspective on the socialisation process that seeks to understand the recruitment, professional preparation and ongoing socialisation of PE teachers in school environments (Richards et al ., 2019). The theory is dialectical because it acknowledges individuals’ sense of agency and ability to resist the influence of those individuals and institutions seeking to socialise them (i.e.…”

Section: Occupational Socialisation Theorymentioning

confidence: 99%

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

Wright

Gray

Richards

2020

The Curriculum Journal

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Social and emotional learning (SEL) competencies such as self‐management and relationship skills are associated with positive outcomes for youth. Therefore, educational policies in many countries emphasise the integration of these competencies throughout the curriculum and specifically in physical education (PE). However, little research has examined the impact of such policy in the context of practice. Drawing upon occupational socialisation theory, this study assessed how secondary teachers interpret and implement this aspect of the Scottish national curriculum. Data sources included teacher interviews (n = 14), pupil focus groups (n = 32) and systematic observations of 23 lessons. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using constant comparison and thematic analysis. The trustworthiness of findings was supported through triangulation, peer debriefing and member check. Findings indicate the curriculum is interpreted at several levels driven largely by teachers’ background experience and organisational influences. Generally, SEL is viewed favourably, but ambiguity and lack of support are challenges to implementation. Common practice involves creating a positive learning environment as well as implicit and reactive teaching approaches. More robust implementation involves the addition of explicit and empowering teaching approaches. Implications for practice, teacher education, policy development and research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Occupational Socialisation Theorymentioning

confidence: 99%

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

Wright

Gray

Richards

2020

The Curriculum Journal

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“…Lawson's occupational socialization theory (1983a, 1983b) is a perspective that has underpinned the majority of research investigating the careers of prospective, preservice, and in-service physical educators (Richards, Pennington, & Sinelnikov, 2019). Lawson (1986) describes occupational socialization as "all of the kinds of socialization that initially influence persons to enter the field of physical education and that later are responsible for their perceptions and actions as teacher educators and teachers" (p. 107).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

What Occupational Socialization Factors Influence Preservice Teachers to Possess Fitness Orientations?

Parkes

Hemphill

2021

Journal of Teaching in Physical Education

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Purpose: To investigate the existence of fitness orientations among preservice teachers (PTs) and to identify what has influenced these orientations. Methods: The participants were 14 undergraduate PTs enrolled in a physical education teacher education games methods course in the Northeast United States. Qualitative data were collected through autobiographical essays, orientation of self-identification diagrams, and semistructured interviews. NVivo 11 Pro (QSR International, Burlington, MA) software package was employed to analyze data using analytic induction and constant comparison techniques. Results: Twelve PTs possessed moderate (n = 9) or hardcore (n = 3) fitness orientations. Orientations were influenced by three themes: (a) declining physical education quality, (b) elite sport fitness goals, and (c) former head sports coaches and/or current strength and conditioning coaches. Discussion: Faculty must understand the diverse orientation combinations that PTs can now possess and appreciate the acculturation and professional socialization factors that influence and reinforce the development of these orientations.

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“…The ensuing sections provide a brief introduction to the theory and important tenets specifically related to recruitment and retention. More detailed discussions are available in several texts and review papers (e.g., Richards, Pennington, & Sinelnikov, 2019;Templin & Schempp, 1989).…”

Section: Occupational Socialization Theory and Pathways Into Teachingmentioning

confidence: 99%

A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE

Richards

Kern

Ayers

et al. 2021

Quest

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In line with trends in general education, physical education teacher education programs have faced lowering enrollments over the last few decades. These circumstances have led to the closure of some PETE programs while faculty members at others have been called to increase recruitment and retention efforts to reverse the negative enrollment trends. Unfortunately, there is relatively little in the published research related to recruitment and retention in PETE to guide these efforts. Connections have been made, however, between the recruitment and retention processes and occupational socialization theory. The purpose of this paper was to propose a conceptual framework for coordinating recruitment and retention efforts connected to the phases of occupational socialization theory. PETE faculty members and inservice teachers are identified as key recruitment agents. Implications for preservice teacher education and doctoral education are discussed, along with calls for further empirical research in this area.

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Teacher Socialization in Physical Education: A Scoping Review of Literature

Cited by 89 publications

References 87 publications

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

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

What Occupational Socialization Factors Influence Preservice Teachers to Possess Fitness Orientations?

A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE

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