A Review of Research on Physical Education Teacher Socialization from 2000-2012

Authors

  • Stephen Pike Memorial University of Newfoundland
  • Tim Fletcher Brock University

Keywords:

occupational socialization, beliefs, subjective warrant, apprenticeship of observation, teacher education, induction

Abstract

In this article we review research on physical education teacher socialization from 2000-2012. Much of the research prior to 2000 spoke of the prominence of a coaching orientation in new recruits, however, O’Bryant, O’Sullivan, and Raudensky (2000) were among the first to signal a shift toward teaching orientations present in new recruits and experienced teachers they studied. This shift initiated a renewed focus on physical education teacher socialization research over the last twelve years. However, since that time the research has not been synthesized. As a result, the purpose of this review is to examine: (a) the extent that research on physical education teacher socialization has documented changes in the nature of socialization since 2000; (b) why this may have occurred, and (c), implications for PETE programs, schools, and teaching physical education. Patterns are identified and based upon the analysis, recommendations are made for future research.

Downloads

Published

2014-04-02

Issue

Vol. 6 No. 1 (2014): Revue phenEPS/PHEnex Journal

Section

Feature Articles / Articles de fond

License

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).