Toward a Model of Teacher Socialization in Physical Education: The Subjective Warrant, Recruitment, and Teacher Education1

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

“…Lortie (1975) proposed that, through internalisation of many years of observing physical education teachers and coaches, PETE recruits strongly identify with the pedagogical approaches to which they have been exposed. Consequently, these recruits have a strong interest in adopting a custodial approach to teaching and anticipate teaching in a manner similar to how they were taught (Lawson 1983a;Lortie 1975). According to Lortie (1975) Most notably was the capacity of TGfU to physically and cognitively engage students of varying skill levels in games, and the associated affective benefits such as the feeling of achievement when making correct tactical decisions as well as the social and emotional benefits from working in a team environment.…”

“…In contrast, student-centred, inquiry-based approaches to teaching physical education games such as Teaching Games for Understanding constraints that present a challenge to this desired evolution of physical education teaching 5 approaches. Occupational socialisation is a theoretical framework that has guided researchers in understanding the socialisation process that explains why teachers teach physical education as they do (Lawson 1983a(Lawson , 1983b. Lawson (1986, 107) defined occupational socialisation as 'all kinds of socialisation that initially influence persons to enter the field of physical education and later are responsible for their perceptions and actions as teacher educators and teachers'.…”

“…Lawson (1986, 107) defined occupational socialisation as 'all kinds of socialisation that initially influence persons to enter the field of physical education and later are responsible for their perceptions and actions as teacher educators and teachers'. He proposed a number of hypotheses, which attempted to explain how and why three distinct types of socialization, (i) acculturation or past physical education and sporting experience, (ii) professional socialisation or formal physical education teacher education (PETE), and (iii) organisational socialisation or the teacher's workplace, were likely to shape American physical education teachers' perspectives and pedagogical practices they employed (Lawson 1983a(Lawson , 1983b. The socialisation process of acculturation is particularly relevant to PETE as observations and interactions with physical education teachers and coaches appears to have a powerful influence on prospective physical education teachers' beliefs about how the subject should be taught (Lave and Wenger 1991;Moy, Renshaw and Davids 2013).…”

L’efficacité de l’enseignement telle que perçue par des éducateurs physiques en formation

“…Il s'agit d'une étude à caractère qualitatif destinée à déterminer de façon inductive la conception de l'enseignement, c'est-à-dire les aspects du processus enseignement-apprentissage que de futurs intervenants associent à un acte pédagogique efficace et ceux qu'ils considèrent peu efficaces. Elle s'appuie sur les conclusions des recherches sur le processus de socialisation des enseignants qui ont permis d'identifier l'importance des théories implicites et des conceptions initiales dans le processus de formation (Lawson, 1983(Lawson, , 1986Ziechner et Tabachnick, 1981).…”

“…Également, nos observations informelles lors de diverses expérimenta-tions d'une telle stratégie de formation (Tousignant et Brunelle, 1985) ainsi que les conclusions de la recherche en socialisation des enseignants (Placek et Dodds, 1988;Lawson, 1983Lawson, , 1986Zeichner et Tabachnick, 1981) nous ont conduits à nous interroger sur la compatibilité de la conception de l'enseignement véhiculée par le cours avec celle que les étudiants possèdent au début du cours, ainsi que sur notre capacité à induire des modifications significatives dans leur conception originale d'un enseignant efficace.…”