Occupational socialization within physical education (PE) has been defined as “all kinds of socialization that initially influence persons to enter the field. . . and later are responsible for their perceptions and actions as teacher educators and teachers” ( Lawson, 1986 , p. 107). It is a
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Occupational Socialization of Sport Pedagogy Faculty: Two German Case Studies
Anne M. Merrem and Matthew D. Curtner-Smith
Chapter 3: Recruitment and Retention in PETE: Foundations in Occupational Socialization Theory
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
Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula
Laura Prior and Matthew Curtner-Smith
specifically focused on the influence of occupational socialization on the curricula constructed and delivered by elementary teachers. This is a significant gap in the literature given the unique characteristics of elementary physical education in terms of organization, students, and culture. The purpose of
Influence of Occupational Socialization on the Perspectives and Practices of Adapted Physical Education Teachers
Chan Woong Park and Matthew D. Curtner-Smith
Following Lawson’s ( 1983a , 1983b ) early theoretical work, research examining the occupational socialization of mainstream physical education (PE) teachers in the last 34 years has provided much important information that helps to explain why PE teachers think and act in the ways that they do
Influence of Occupational Socialization on Sport Pedagogy Doctoral Students’ Beliefs and Actions
Richard F. Jowers, Jamie J. Brunsdon, Jacob T. Peterson, Hayden L. Mitchell, and Matthew D. Curtner-Smith
carried out with one cohort of 12 DSs by Lee and Curtner-Smith ( 2011 ). The purpose of the current study, therefore, was to examine the influence of occupational socialization on the beliefs and actions of one cohort of sport pedagogy DSs in terms of PE teaching and PETE. The specific research questions
Adopting Instructional Models in Physical Education: The Influence of Occupational Socialization
Paul R. Malinowski, Ben D. Kern, and Tristan Wallhead
CPD interventions on a regular basis ( Ward & van der Mars, 2020 ), which seemingly limits the possibility of physical educators learning about IMs through this mechanism. Teacher Socialization and IMs To better understand teachers’ decisions to adopt one or more IMs, the occupational socialization
Influence of Occupational Socialization on the Perspectives and Practices of Internationally Born Sport Pedagogy Faculty Members Working in American Universities
Chan Woong Park and Matthew D. Curtner-Smith
occupational socialization on sport pedagogy IFMs’ perspectives and practices regarding physical education teaching and PETE. These perspectives might include overarching value orientations ( Jewett, 1994 ) for physical education and orientations toward a particular form of PETE ( Zeichner, 1983 ). During this
Occupational Socialization and the Design of Teacher Education Programs
Hal A. Lawson
The following analysis is one-sided and selective. It is an attempt to derive guidelines for the design of teacher education programs from recent work on the occupational socialization of physical educationists. The work cited is limited almost exclusively to that completed by the author and his former students. This can be justified insofar as this analysis doubles as a benchmark for an additive and integrative research program, indicating which questions need to be asked next and signalling the practical significance of past work. The discussion begins with a definitional treatment of occupational socialization prior to identifying guidelines for teacher education programs.
Occupational Socialization, Cultural Studies, and the Physical Education Curriculum
Hal A. Lawson
Occupational socialization, together with selected works in cultural studies, offers analysts of the physical education curriculum a unique scholarly perspective. Presentation of this perspective proceeds by means of 11 primary assumptions about curriculum work and workers. Such a perspective helps to explain the absence of other theoretical perspectives in physical education, as well as the prevalence of competing technical models which are dominant, emergent, and residual. This perspective also calls attention to the relationship among teachers, teacher educators, curricula, and social structure.
Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation and Delivery of the Sport Education Model
Margaret Stran and Matthew Curtner-Smith
The purpose of this study was to (a) examine how two preservice teachers (PTs) interpreted and delivered the sport education (SE) model during their student teaching and (b) discover factors that led to the their interpreting and delivering the model in the ways they did. The theoretical framework used to guide data collection and analysis was occupational socialization. Data were collected using a variety of qualitative techniques and analyzed using standard interpretive methods. Results revealed that high quality SE-Physical Education Teacher Education (PETE) facilitated both a commitment to the model and the ability to teach the full version of it for a teaching-oriented and moderately coaching-oriented PT. Key elements of SE-PETE responsible for this commitment and competence appeared to be the teaching of prescribed mini-seasons before student teaching, the conditions encountered by PTs during teaching practice, and a host of PETE faculty characteristics congruent with the general PETE occupational socialization literature.
