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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

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Physical Education Graduate Student Socialization in a Research-Focused Master’s Program

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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Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education

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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The Influence of Socialization Factors on Physical Educators’ Conceptions of Assessment and Perceived Quality of Assessment

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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Teacher Socialization Research: Leveraging Lessons Learned Toward a Favorable Future for Physical Education

Kevin Andrew Richards, Christopher J. Kinder, and Thomas J. Templin

Beginning with Lawson’s work ( 1983a , 1983b ) and further elaborated by Templin and Schempp ( 1989 ), occupational socialization theory (OST) has framed and facilitated studies of recruitment, professional education, and career development among physical education teachers and teacher educators

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A Self-Study of a Teaching Personal and Social Responsibility Program Coordinator

Victoria N. Shiver, Kevin Andrew Richards, Oleg A. Sinelnikov, and Matthew D. Curtner-Smith

teacher-centered instructional approaches ( Richards & Gordon, 2017 ). Occupational socialization theory ( Lawson, 1983b , 1983c ) has been utilized to understand how practitioners are socialized to understand and implement best practice teaching models ( Curtner-Smith et al., 2008 ). In the current

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Research and Practical Implications of Integrating Autobiographical Essays Into Physical Education Teacher Education

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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The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

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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Changing Universities on the Tenure Track: Integrating Into a New Workplace Culture

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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The Socialization of Teachers in Physical Education: Review and Recommendations for Future Works

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.