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K. Andrew R. Richards and Thomas J. Templin

perspective is to adopt occupational socialization theory as a lens to understand how the physical education profession reproduces itself through intergenerational socialization ( Richards, Housner, & Templin, 2018 ). The purpose of this chapter is to present a conceptual framework for understanding PETE

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K. Andrew R. Richards, Karen Lux Gaudreault, Kelly L. Simonton and Angela Simonton

In nearly 40 years of occupational socialization theory research, much has been learned about the recruitment, training, and ongoing socialization of inservice physical educators ( Richards, Templin, & Graber, 2014 ). Yet despite Lawson’s ( 1991 ) call over 25 years ago, little attention has been

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Wesley J. Wilson and K. Andrew R. Richards

Over the last 4 decades, research driven by occupational socialization theory has explored the career-long socialization of physical education (PE) teachers ( Lawson 1983a , 1983b ; Richards & Gaudreault, 2017 ). This scholarship has provided insights into the reasons individuals choose careers

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K. Andrew R. Richards, Thomas J. Templin and Kim Graber

Occupational socialization theory describes the acculturation, professional preparation, and organizational socialization of physical education teachers and addresses factors that contribute to their decisions and behaviors. Utilizing occupational socialization theory as a grounding framework, this paper summarizes research conducted on teacher socialization in physical education and provides recommendations for future research. Each of the three phases of socialization is reviewed as are related constructs. The paper concludes with a discussion of socialization into physical education more generally and addresses the limitations of the current body of literature. Future researchers are encouraged to continue using occupational socialization theory as a framework though which to understand the careers and pedagogical decisions of physical education teachers.

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James D. Wyant and Kristi N. Wyant

In recent years, the physical education (PE) profession has been forced to confront a plethora of issues, from the demise of teacher education programs to the loss of programming in the K–12 context. Calls for change and a time of introspection have been prompted by this climate. The impetus for change has long been a staple of PE discourse. Occupational socialization theory, which describes the forces that shape the decisions and behaviors of physical education teachers, offers insight on the change narrative. Emerging from the results of occupational socialization research are myriad negative issues that highlight a perplexing problem—some PE teachers have the propensity to make irrational decisions. The purpose of this article is to apply decision theory as a means to critically examine issues that have emerged from the negative socialization cycle of PE teachers. Beyond connecting theories, suggestions will be provided to improve the decision-making of PE professionals.

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K. Andrew, R. Richards and James D. Ressler

Self-study is a self-focused, improvement-oriented approach to understanding one’s own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by faculty working in physical education teacher education. The purpose of this research note is to advocate for the use of self-study as part of a larger research agenda focused on understanding faculty development and experiences within physical education teacher education. We connect the self-study of teacher education practices to occupational socialization theory and discuss the ways in which self-study can help faculty think more critically about their work as it relates to teaching, research, and service. We also discuss best practices for self-study and lessons learned as they relate to an ongoing research project. We close by discussing implications of self-study work and recommendations for future research.

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K. Andrew R. Richards and Kim C. Graber

 = 46, M  = 3.02, SD  = 1.68) were not different from either group. Discussion The purpose of this chapter was to understand PETE program coordinators’ perspectives on their role in the process of student retention through the lens of occupational socialization theory as reflected by the data

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Kim C. Graber, K. Andrew R. Richards, Chad M. Killian and Amelia Mays Woods

proposals. These new pressures have, however, been linked to detrimental consequences, such as increased faculty stress and powerlessness ( Bylsma, 2015 ; Vazquez & Levin, 2018 ). Occupational socialization theory ( Lawson, 1983a , 1983b ) supports a dialectical perspective used to understand the work

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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

). In kinesiology, however, the only subdisciplinary field that has dedicated attention to the recruitment, education, and ongoing socialization of new members is that of physical education (PE; Richards, Templin, & Graber, 2014 ). Grounded in occupational socialization theory (OST), the study of

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Laura Prior and Matthew Curtner-Smith

occupational socialization theory pertaining to physical education. First, the teachers’ current beliefs and values about teaching elementary physical education were influenced to a much greater degree by their experiences of physical education at their secondary schools than those at their elementary schools