The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

Abstract

Research within physical education (PE) utilising the\ud occupational socialisation framework indicates that\ud the childhood phase of socialisation is the most\ud powerful phase of socialisation. However, for most\ud teachers working with pupils experiencing special\ud educational needs (SEN), the childhood phase often\ud lacks direct experience of SEN and thus ceases\ud to exist as a socialising force. Consequently, the\ud higher education and workplace phases form a ‘salvaged’\ud phase upon which to base pedagogical\ud approaches (Pugach). In light of this dichotomy, the\ud aims of this case study were to (1) examine how one\ud PE head of department (HOD) in a specialist social\ud and emotional behavioural difficulties (SEBD) school\ud taught year 9 pupils games; (2) identify factors\ud that led to such instruction and (3) consider the\ud influence of the three phases of occupational socialisation\ud on her pedagogical approaches. Data collection\ud methods consisted of formal and informal\ud interviews and lesson observations. The data were\ud inductively analysed, and themes were drawn from\ud this process. Using a systematic learning approach,\ud lessons were game orientated based around pupil\ud decision-making and limited technical practice.\ud Factors influencing this practice were her exploratory\ud outdoor activity experiences and the nature of\ud the pupils. In contrast to Pugach, this research indicates\ud that the childhood phase of socialisation can\ud provide an ‘apprenticeship of observation’ for those\ud teaching PE to pupils experiencing SEBD. That such\ud perceptions can be strongly held suggests that prior\ud examination of the childhood biographies of those\ud recruited to PE teacher training and/or PE teachers\ud teaching pupils who experience SEBD appears\ud warranted

The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education

“…Because it is difficult to distinguish between the two sources completely (Flory & McCaughtry, 2014;Elliot et al, 2014;O'Leary et al, 2015), it is probable that the results can provide only a partial picture of formal TE. What is important is that we have provided some encouraging evidence to show that it is possible for novice teachers to overcome the constraints of "wash out".…”

“…However, what was observed in this study of teachers' practical knowledge represents a mixture of teacher outcomes and impressions acquired during phases of occupational socialization. Because it is impossible to distinguish perfectly between the three phases (Flory & McCaughtry, 2014, Elliot et al, 2014O'Leary et al, 2015), it is unavoidable that the results can provide only a partial picture of teacher socialization.…”

“…In particular, newly qualified teachers can meet induction problems in the form of reality shock, marginalization, role conflict or isolation (Stroot & Whipple, 2003) Based on OST, some recent studies have shown how deeply rooted personal life experiences are in both pre-service and in-service teachers during practical teaching in schools. While Flory and McCaughtry (2014) showed the strong influence of family values and cultural templates for PE teachers in urban schools, O'Leary, Longmore and Medcalf (2015) reported how all three stages of occupational socialization influence teacher development. As a fact, these were case studies with one to three teachers involved.…”

Role socialization theory

“…Merton et al, 1957). Traditional approaches to teacher socialization also posited that socializing processes did not begin to influence teacher identity development until formal teacher training, thereby neglecting the influence of pretraining socialization factors (O'Leary et al, 2014).…”

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

“…This press has a tendency to encourage the status quo. In congruence with PE teachers working in a mainstream setting, the orientations and pedagogical practices utilised by teachers within specialist provision appear influenced by their expertise in specific activities, the expectations of colleagues, the resources available and the pupils themselves (Cole, ; O'Leary et al ., forthcoming).…”