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
K. Andrew R. Richards and Thomas J. Templin
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
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
Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson, and Oleg A. Sinelnikov
, therefore, was to examine the relationships among teachers’ perceived quality of assessment practices, workplace factors, and their conceptions of assessment. To help describe, explain, and predict these dynamic relationships, we have drawn from occupational socialization theory ( Richards, Templin
K. Andrew R. Richards, Karen Lux Gaudreault, and Wesley J. Wilson
Occupational socialization theory has been used for 40 years to understand the practices, beliefs, and workplace experiences of physical education (PE) teachers ( Richards, Pennington, & Sinelnikov, 2019 ). Scholars using this theory have explored the recruitment and retention of individuals into
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.
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.
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.
Karen Lux Gaudreault, K. Andrew R. Richards, Kelly Simonton, and Angela Simonton
Research related to occupational socialization theory provides a robust understanding of how physical educators are recruited into, educated for, and socialized through the profession ( Richards, Pennington, & Sinelnikov, 2019 ). While most of this research has focused on the experiences of in
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