Early Career Experiences of Physical Education Teachers in Urban Schools

Click name to view affiliation

Sara Barnard Flory University of South Florida

Search for other papers by Sara Barnard Flory in
Current site
Google Scholar
PubMed
Close
Restricted access

The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.

Flory is with the School of Physical Education & Exercise, University of South Florida, Tampa, FL.

Address author correspondence to Sara Flory at sbflory@usf.edu.
  • Collapse
  • Expand
All Time Past Year Past 30 Days
Abstract Views 1338 73 2
Full Text Views 42 15 1
PDF Downloads 60 16 2