'We'Re Trying to Produce Serious Educators': Impact of Secondary Organizational Socialization on Mid-Career Faculty Members' Delivery of PETE

Autor/inn/en	Brunsdon, Jamie Jacob; Curtner-Smith, Matthew D.
Titel	'We'Re Trying to Produce Serious Educators': Impact of Secondary Organizational Socialization on Mid-Career Faculty Members' Delivery of PETE
Quelle	In: Sport, Education and Society, 28 (2023) 4, S.369-380 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brunsdon, Jamie Jacob) ORCID (Curtner-Smith, Matthew D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2022.2030700
Schlagwörter	College Faculty; Physical Education Teachers; Teacher Education Programs; Teacher Attitudes; Socialization; Teaching Methods; Grounded Theory; Cultural Influences; Doctoral Students; Teacher Characteristics; Organizational Culture; Institutional Characteristics; Teacher Educators + Suchen Sie Ihr Suchwort? Fakultät; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Unternehmenskultur; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	The purpose of this study was to describe the impact of secondary organizational socialization on mid-career faculty members' (FMs) delivery of physical education teacher education (PETE). Data were collected with four qualitative techniques and analyzed using analytic induction and constant comparison. FMs delivered PETE based on the behavioristic, traditional/craft, and critical-inquiry orientations to teacher education. Cultural components and conditions that supported or undermined the FMs' implementation of PETE were identified. FMs fully complied with positive aspects of their cultures and conditions and coped with negative and unfavorable aspects by strategically complying with or strategically redefining their situations, or finding a new position. These FMs' stories should help doctoral students transition into higher education and inspire other FMs and administrators to reflect on the extent to which they support or undermine those attempting to conduct PETE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01