A Qualitative Analysis of the Factors Determining the Quality of Relations between a Novice Physical Education Teacher and His Students' Families: Implications for the Development of Professional Identity

Autor/inn/en	González-Calvo, Gustavo; Fernández-Balboa, Juan-Miguel
Titel	A Qualitative Analysis of the Factors Determining the Quality of Relations between a Novice Physical Education Teacher and His Students' Families: Implications for the Development of Professional Identity
Quelle	In: Sport, Education and Society, 23 (2018) 5, S.491-504 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1208164
Schlagwörter	Correlation; Beginning Teachers; Physical Education Teachers; Parent Teacher Cooperation; Family School Relationship; Professional Identity; Social Influences; Cultural Influences; Family Attitudes; Teacher Attitudes; Reflection; Attitude Change; Self Esteem; Qualitative Research; Elementary Secondary Education; Longitudinal Studies; Journal Writing; Diaries; Content Analysis; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Korrelation; Junior teacher; Junglehrer; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Self-esteem; Selbstaufmerksamkeit; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zeitschriftenaufsatz; Diary; Tagebuch; Inhaltsanalyse; Ausland; Spanien
Abstract	The purposes of this study were: (a) to analyze the factors determining the quality of relationships between a novice physical education (PE) teacher and his students' families and (b) understand the implications of these relationships for his professional identity. The data stemmed from detailed teacher's diaries written by the participant throughout his first five years of teaching. The data analysis followed several rounds of cyclical inductive-deductive processes in order to identify and classify the patterns related to the aforementioned purposes. The results, presented in two sections, show two distinct sets of factors, which, respectively, had very different implications for the development of the teacher's professional identity. On the one hand, in the first three years of teaching, there appeared 11 specific 'struggle factors' (6 socio-cultural and structural factors and 5 family prejudices toward PE) that threatened the teacher's initial pedagogical passion and lead to a great deal of hesitation and discouragement on his part; on the other hand, in the fourth and fifth years, due to the teacher's ongoing commitment and (self-)reflective practice, there emerged eight 'success factors' (one from the families and seven from the teacher) that transformed his previous discouragement into hope and self-confidence. Besides the detailed analysis of all these factors and their implications, some additional recommendations for PE teacher education programs and further research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01