Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students

in Journal of Teaching in Physical Education
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The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.

Lee is a PhD student at The Ohio State University in the School of Physical Activity and Educational Services, Columbus, OH. Curtner-Smith is with the University of Alabama—Kinesiology, Tuscaloosa, AL.

Journal of Teaching in Physical Education
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