Influence of Occupational Socialization on the Perspectives and Practices of Adapted Physical Education Teachers

in Adapted Physical Activity Quarterly
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The purpose of this study was to describe and examine the occupational socialization of nine adapted physical educators (APEs). The questions we attempted to answer were (a) What were the perspectives and practices of the APEs? and (b) What factors influenced these perspectives and practices? Data were collected through six qualitative techniques and analyzed by using analytic induction and constant comparison. At the time the study was conducted, the APEs possessed traditional or progressive teaching orientations. They had been attracted to a career as an APE through their participation in sport and physical activity and interactions with persons with disabilities. The quality of adapted physical education teacher education the APEs received varied, but high-quality adapted physical education teacher education appeared to exert a powerful influence on their values and pedagogies. The school cultures and conditions in which the APEs worked on entry into the workforce either served to support or negate their programs. We conclude the paper by providing several hypotheses regarding the influences of occupational socialization on in-service APEs’ teaching.

Park is with the Dept. of Kinesiology and Public Health Education, University of North Dakota, Grand Forks, ND. Curtner-Smith is with the Dept. of Kinesiology, University of Alabama, Tuscaloosa, AL.

Address author correspondence to Chan Woong Park at Chanwoong.park@und.edu.
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