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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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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

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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

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K. Andrew R. Richards, Alyssa M. Trad, Christopher J. Kinder, Kim C. Graber, and Amelia Mays Woods

modeling (SEM). The relationships among the study variables are grounded in occupational socialization theory. Occupational Socialization Theory Occupational socialization theory ( Russell et al., 2016 ; Templin & Schempp, 1989 ) provides researchers with a dialectical perspective on workplace

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K. Andrew R. Richards and James D. Ressler

for personal or professional reasons ( Reybold & Alamia, 2008 ) and then seeks to adjust to a new institutional and sociopolitical climate. Through the lens of occupational socialization theory ( Templin & Schempp, 1989 ), and while adopting self-study of teacher education practices (S-STEP; LaBoskey

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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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Scott W.T. McNamara, Kevin Andrew Richards, Alyssa M. Trad, Sarena Abdallah, and Lauren Hill

marginalization. Occupational socialization theory (OST) is a dialectical perspective on workplace socialization that examines “all kinds of socialization that initially influence persons to enter the field of physical education and later are responsible for their perceptions and actions as teacher educators and

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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.