'I Am Finding My Path': A Case Study of Swedish Novice Physical Education Teachers' Experiences When Managing the Realities and Challenges of Their First Years in the Profession

Autor/inn/en	Westerlund, Runa; Eliasson, Inger
Titel	'I Am Finding My Path': A Case Study of Swedish Novice Physical Education Teachers' Experiences When Managing the Realities and Challenges of Their First Years in the Profession
Quelle	In: European Physical Education Review, 28 (2022) 2, S.303-321 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eliasson, Inger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X211040502
Schlagwörter	Foreign Countries; Beginning Teachers; Physical Education Teachers; Teaching Experience; Barriers; Beginning Teacher Induction; Sweden + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schweden
Abstract	Novice teachers face several challenges during their first years of socialization in schools, often feeling unprepared in managing the full range of teaching duties. If teacher retention and attrition are to be improved, research on the difficulties encountered by novice teachers in diverse contexts and cultures is required. There is a lack of studies regarding physical education (PE) teachers' induction processes, especially outside Anglophone countries. The aim of this study was, from an occupational socialization perspective, to examine how Swedish novice PE teachers experience, perceive and manage their induction process. Through a single-case study design with embedded multiple units of analysis, we interviewed eight Swedish novice PE teachers. Based on thematic analysis, the results show that Swedish novice PE teachers experience several challenges related to reality shock, marginalization and isolation during induction. We identified three approaches used by the novices as central to successfully managing challenges of induction in the Swedish context: (1) socializing into a community of colleagues, (2) performing the role of the PE teacher as health promoter and (3) maintaining a critical teaching perspective. We conclude that these novice teachers' socialization relies heavily on the individual, and therefore we argue that the induction process could be further facilitated by formal organizational support. This paper confirms long-standing difficulties reported in other countries, and contributes with new knowledge of how the approaches used when managing challenges of induction are contextually dependent due to the social and political surroundings of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01