"I Hate That Education Is a Business": Influence of Occupational Socialization on Sport Pedagogy Doctoral Students' Intended PETE Programs

Autor/inn/en	Brunsdon, Jamie Jacob; Curtner-Smith, Matthew
Titel	"I Hate That Education Is a Business": Influence of Occupational Socialization on Sport Pedagogy Doctoral Students' Intended PETE Programs
Quelle	In: European Physical Education Review, 28 (2022) 4, S.923-941 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brunsdon, Jamie Jacob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X221096612
Schlagwörter	Physical Education; Physical Education Teachers; Teacher Education Programs; Doctoral Students; Socialization; Educational Improvement; Doctoral Programs; Teaching Methods; Team Sports; College Faculty; Student Attitudes; Program Descriptions; Grounded Theory; Teacher Educators; Teacher Student Relationship; State Universities + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Socialisation; Sozialisation; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Mannschaftssport; Fakultät; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Staatliche Universität
Abstract	Research on sport pedagogy doctoral students' (DSs') occupational socialization should improve understanding of their beliefs and espoused practices regarding physical education teacher education (PETE), how these beliefs and espoused practices were shaped, and facilitate improvements in graduate education. The purpose of this study, therefore, was to describe the influence of occupational socialization on the PETE programs sport pedagogy DSs intended to deliver once they began life as faculty members in universities and colleges. The specific research questions we sought to answer were as follows: (a) How did DSs intend to conduct PETE? and (b) How had DSs' views and beliefs regarding PETE been shaped by their occupational socialization? Participants were eight DSs located at four American universities. Data were collected with four interpretive techniques (formal and informal interviews, documents and artifacts, and a written outline of an ideal PETE program) and analyzed using analytic induction and constant comparison. DSs had conservative, liberal, and eclectic beliefs regarding PETE. They favored using elements from the behaviorist, traditional/craft, and critical-inquiry orientations to teacher education. The forces that shaped the DSs' views and beliefs were mostly similar to those described in previous research, although there were some new and nuanced findings. The study indicates the need for DSs to explore their own views regarding physical education and PETE and the forces that shaped their perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01