Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were collected through seven interviews with Janet and interviews with Janet’s mentor, principal, and assistant superintendent. Analyses were conducted using inductive analysis and the constant comparative method. Results indicate that Janet was exposed to several forms of assistance including a state wide induction assistance initiative called the State Mentoring and Assessment Program (S-MAP). She found the informal assistance provided by her teaching colleague and the community of practice they formed to be among the most important elements of her induction, and she was critical of the formal support she received through the S-MAP.
K. Andrew Richards and Thomas J. Templin
Gloria E. Napper-Owen and D. Allen Phillips
The purpose of this study was to provide induction assistance to beginning physical education teachers and to investigate the impact of the assistance on the teachers. Two beginning physical educators who were employed at an elementary and a middle school participated in this study. The data were collected by weekly observations, videotape analysis, interviews, and field notes. A case narrative was compiled for each participant according to the emergent themes in each teacher’s case. The results indicated that continued supervision had a positive impact on first-year teachers. The visitations offered the opportunity to receive regular feedback and support so that the teachers began to plan age-appropriate activities, became more efficient managers in the classroom, and increased their instructional feedback. The induction assistance encouraged accountability to the knowledge attained in the teacher preparation program, in addition to making the teachers more reflective and analytical about their teaching.
Gloria E. Napper-Owen
The purpose of this study was to examine the impact of induction assistance beyond the year of participation. Two second-year teachers mentored by the researcher in their first year of teaching participated. Changes in teacher process behaviors were analyzed, and emergent themes from the first year of teaching were examined to determine relevancy in the second year. The results indicated that both teachers spent more time in management during the second year observations than at the end of the first year of teaching to help achieve program outcomes for responsible movement. A shift in the amount of time in instructional behaviors indicated students were receiving more feedback while engaged in practice opportunities. The teachers indicated less difficulty in planning developmentally appropriate lessons and more confidence in their teaching. The beginning teachers felt more secure in their teaching abilities and engaged in new teaching strategies that enhanced their professional development.
K. Andrew R. Richards, Colin G. Pennington, and Oleg A. Sinelnikov
have been suggested for reducing friction during induction. A positive student-teaching experience ( Graber, 1998 ) and induction-assistance initiatives eased the transition for beginning teachers by connecting them with school leaders and creating a supportive environment, but these initiatives must
David Hortigüela-Alcalá, Antonio Calderón, and Gustavo González-Calvo
.J . ( 2011 ). The influence of a state mandated induction assistance program on the socialization of a beginning physical education teacher . Journal of Teaching in Physical Education, 30 ( 4 ), 340 – 357 . doi:10.1123/jtpe.30.4.340 10.1123/jtpe.30.4.340 Richards , K.A.R. , Templin , T
Christa Spicer and Daniel B. Robinson
, O.A. ( 2019 ). Teacher socialization in physical education: A scoping review of literature . Kinesiology Review, 8 ( 2 ), 86 – 99 . doi:10.1123/kr.2018-0003 10.1123/kr.2018-0003 Richards , K.A.R. , & Templin , T.J. ( 2011 ). The influence of a state mandated induction assistance program
Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper
of a state mandated induction assistance program on the socialization of a beginning physical education teacher . Journal of Teaching in Physical Education, 30 ( 4 ), 340 – 357 . https://doi.org/10.1123/jtpe.30.4.340 10.1123/jtpe.30.4.340 Richards , K.A.R. , Templin , T.J. , & Graber , K
K. Andrew R. Richards, Karen Lux Gaudreault, and Amelia Mays Woods
, C. , Schaufeli , W.B. , & Leiter , M.P. ( 2001 ). Job burnout . Annual Review of Psychology, 52 , 397 – 422 . PubMed doi:10.1146/annurev.psych.52.1.397 10.1146/annurev.psych.52.1.397 Napper-Owen , G.E. , & Phillips , D.A. ( 1995 ). A qualitative analysis of the impact of induction
Michael A. Hemphill, Risto Marttinen, and K. Andrew R. Richards
realities he would face teaching in an urban intensive environment nor was he provided any meaningful induction assistance ( Ellison & Woods, 2016 ). For example, he explained that he did not want to call students “bad,” but he did not know how to characterize their behavior. This illustrates that Clyde
). The influence of a state mandated induction assistance program on the socialization of a beginning physical education teacher . Journal of Teaching in Physical Education, 30 , 340 – 357 . doi:10.1123/jtpe.30.4.340 10.1123/jtpe.30.4.340 Stringer , S. ( 2015 ). Dropping the ball: Disparities in