Occupational Socialization of Sport Pedagogy Faculty: Two German Case Studies

in Journal of Teaching in Physical Education

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Anne M. MerremUniversity of West Georgia

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Matthew D. Curtner-SmithThe University of Alabama

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DOI:
https://doi.org/10.1123/jtpe.2017-0071
Keywords:
Germany; higher education faculty; occupational socialization; physical education
In Print:
Volume 37: Issue 2
Page Range:
154–163
Restricted access

Purpose: The purpose of this study was to describe the influence of occupational socialization on the perspectives and practices of two female German sport pedagogy faculty members, Heidi and Lisa, regarding physical education (PE) and PE teacher education (PETE). Method: The main data sources were six formal interviews. Supplementary data were generated through informal interviewing, field notes made while observing and interacting with the two faculty members, document analysis, and electronic journaling. Data were coded and categorized by employing analytic induction and constant comparison. Findings: Findings illustrated the cyclical nature of the two faculty members’ occupational socialization. Heidi and Lisa gained traditional sport-focused teaching orientations from their acculturation that were mainly reinforced during subsequent phases of socialization. Conclusion: Key reasons for the perpetuation of the traditional sport-focused teaching orientation was the generic nature of PETE and doctoral programs and the fact that there was little competition between curricular PE and extracurricular sport in the schooling Heidi and Lisa experienced.

Merrem is with the Department of Sport Management, Wellness, and Physical Education, University of West Georgia, Carrollton, GA. Curtner-Smith is with the Department of Kinesiology, The University of Alabama, Tuscaloosa, AL.

Address author correspondence to Anne M. Merrem at amerrem@westga.edu.
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