Literaturnachweis - Detailanzeige
Autor/inn/en | Ensign, Julene; Mays Woods, Amelia; Kulinna, Pamela Hodges |
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Titel | Entering the Field of Physical Education: The Journey of Fifteen First-Year Teachers |
Quelle | In: Research Quarterly for Exercise and Sport, 89 (2018) 1, S.66-79 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-1367 |
DOI | 10.1080/02701367.2017.1408951 |
Schlagwörter | Physical Education Teachers; Beginning Teachers; Teacher Surveys; Interviews; Adjustment (to Environment); Barriers; Family Influence; Teacher Role; Professional Isolation; Classroom Techniques; Discipline; Interpersonal Relationship; Individual Characteristics; Teacher Education Programs; Beginning Teacher Induction; Socialization; Preservice Teacher Education; Faculty Development Physical education; Physical training; Teacher; Teachers; Sportlehrer; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Lehrerrolle; Klassenführung; Disziplin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Socialisation; Sozialisation; Lehramtsstudiengang; Lehrerausbildung |
Abstract | Purpose: Given the significant challenges facing today's physical educators, the purpose of this study was to examine the expectations of induction teachers and identify the factors in both their personal and organizational environments enhanced or constrained their assimilation into the field during their 1st year. Method: Using occupational socialization theory as a guide, data from demographic surveys and a series of formal interviews with participants at the beginning, middle, and end of the school year were inductively analyzed for theme development. Results: Results revealed positive acculturation experiences and unity regarding the purpose of physical education as preparing students to be fit for a lifetime. Barriers were noted to be family and personal crises, role conflict, isolation, marginalization, issues with classroom management and discipline, and difficulties in developing positive relationships with stakeholders. Enhancers were identified as positive interactions and rapport with students, colleagues, and administrators and favorable individual dispositions. Conclusion: Implications indicate a need for purposeful physical education teacher education training to proactively address these barriers during professional preparation as well as the creation of additional support systems for beginning teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |