The Influences of Pre-Professional Socialization on Early Career Physical Educators

Autor/inn/en	Flory, Sara B.; McCaughtry, Nate
Titel	The Influences of Pre-Professional Socialization on Early Career Physical Educators
Quelle	In: Journal of Teaching in Physical Education, 33 (2014) 1, S.93-111 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
DOI	10.1123/jtpe.2013-0089
Schlagwörter	Physical Education Teachers; Grounded Theory; Teaching Methods; Middle Class; Teacher Education; Socialization; Cultural Influences; Biographies; Teacher Background; Teacher Education Programs; Urban Schools; Interviews; Teacher Attitudes; Knowledge Base for Teaching; Cultural Awareness; Student Diversity; Cultural Relevance; Qualitative Research + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Mittelschicht; Lehrerausbildung; Lehrerbildung; Socialisation; Sozialisation; Cultural influence; Kultureinfluss; Biography; Biografie; Biographie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Cultural identity; Kulturelle Identität; Qualitative Forschung
Abstract	The purpose of this study was to examine how three PE teachers' personal biographies before their formal teacher education programs influenced their early careers in urban schools. Using occupational socialization theory and cultural relevance theory, we conducted in-depth interviews and observed early career physical education teachers who did not grow up in urban communities for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged as influential in the teachers' successes and struggles in urban schools, including their exposure to diversity, and family views of culture. These findings suggest that the pre-professional socialization experiences of teachers also include the development of cultural templates, biases, and values, and that many teachers may not accurately or critically reflect on their teaching practices. Further research should examine how PETE programs prepare middle-class teacher candidates for diverse schools. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10