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, the strategies sport teams employ to manage the entry experiences of newcomers are likely to be associated with a host of individual- and group-level outcomes. Theory related to organizational socialization offers a framework for understanding the newcomer integration processes that occur in sport

Socialization is a broad process through which individuals learn the skills, knowledge, values, and norms of social groups or institutions of which they are seeking to be members ( Billingham, 2007 ). Occupational socialization refers to a specific branch of socialization theory and research that

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

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

Sport management researchers have provided numerous perspectives for understanding the process whereby people become fans of sports teams in the realm of sport socialization research ( Funk & James, 2001 , 2004 ; McPherson, 1976 ; Melnick & Wann, 2004 , 2011 ). Socialization is the process by

share something meaningful with them. This suggests that their roles as nurturing parents or grandparents might be strong enough to rekindle the role of fan (a role that had grown dormant with these former fans) through a process whereby the children socialize their parents or grandparents. Recent

orientations regarding the subject in the geographical regions and cultures in which they work ( Curtner-Smith, Baxter, & May, 2018 ; Oh, You, Kim, & Craig, 2013 ; Zhu, Ennis, & Chen, 2011 ). Previous research and theory suggests that, in turn, how teachers are socialized has a major impact on these beliefs

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

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

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