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Author: K. Andrew R. Richards
Publisher: Taylor & Francis
ISBN: 1317394291
Category : Education
Languages : en
Pages : 303
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Book Description
Socialization is a complex process which has a profound effect on how we experience teaching and learning. The study of teachers’ lives and careers through the lens of occupational socialization theory has a rich history in physical education. However, as the social and political climates surrounding education have changed, so have the experiences of teachers. This book pushes beyond traditional perspectives to explore alternative and innovative approaches to socialization. Written by a team of leading international physical education scholars, this is the first edited collection of scholarship on teacher socialization to be published in more than two decades. Divided into five parts, the book provides a review of current knowledge on teacher socialization in school settings, as well as suggestions for different approaches to understanding teacher socialization and recommendations for future directions for studying teachers’ lives and careers. A testament to what is known and what still needs to be learned about the lived experiences of physical educators, Teacher Socialization in Physical Education: New Perspectives provides valuable insights for all physical education students, teachers, and instructors.
Author: K. Andrew R. Richards
Publisher: Taylor & Francis
ISBN: 1317394291
Category : Education
Languages : en
Pages : 303
Get Book Here
Book Description
Socialization is a complex process which has a profound effect on how we experience teaching and learning. The study of teachers’ lives and careers through the lens of occupational socialization theory has a rich history in physical education. However, as the social and political climates surrounding education have changed, so have the experiences of teachers. This book pushes beyond traditional perspectives to explore alternative and innovative approaches to socialization. Written by a team of leading international physical education scholars, this is the first edited collection of scholarship on teacher socialization to be published in more than two decades. Divided into five parts, the book provides a review of current knowledge on teacher socialization in school settings, as well as suggestions for different approaches to understanding teacher socialization and recommendations for future directions for studying teachers’ lives and careers. A testament to what is known and what still needs to be learned about the lived experiences of physical educators, Teacher Socialization in Physical Education: New Perspectives provides valuable insights for all physical education students, teachers, and instructors.
Author: Hayden Power
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: John C. Pooley
Publisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 394
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Book Description
Author: Paul G. Schempp
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 362
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Book Description
Author: Dong Zhang
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Book Description
ABSTRACT: Despite the importance of pedagogical content knowledge (PCK) and occupational socialization for preservice physical education teachers (PPETs), few researchers have discussed the relationship between the two critical theories. The primary purpose of this study was to explore how PPETs’ PCK influences their occupational socialization. The study employed a mixed-methods design, using a PCK standard test and Teachers’ Occupational Beliefs Survey (TOBS) to collect quantitative data (n = 56) and semi-structured interviews to collect qualitative data (n = 8). The PPETs’ PCK significantly predicted their occupational socialization. No significant mean difference was found across four cohorts in PCK and occupational socialization. Two categories with six themes were extracted from the interview data. The researcher concluded that PCK and the experiences to learn PCK positively influence PPETs’ occupational socialization development. Both the acculturation and professional socialization phases have a critical impact on PPETs’ PCK and occupational socialization.
Author: John Clifford Pooley
Publisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 428
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Book Description
Author: Felicidade Capela da Santa Vieira
Publisher:
ISBN:
Category : Physical education teachers
Languages : en
Pages : 360
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Book Description
Author: Laura Prior
Publisher:
ISBN:
Category :
Languages : en
Pages : 198
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Book Description
Physical education teachers' beliefs and values have been shown to be shaped by three types of socialization: acculturation, professional socialization, and organizational socialization. To our knowledge, there are no studies directly aimed at examining the relationships between physical education teacher socialization, teacher beliefs, and curriculum development. In addition, granting of waivers, exemptions, and substitutions (WESs) appears to be on the increase and impacting curriculum design. The present study investigated the influence of occupational socialization on both elementary and secondary physical education teachers' beliefs and curricula as well as examining WES in physical education. Participants included 14 elementary physical education teachers and 16 secondary physical education teachers. Additional participants included one state Department of Education official, eight principals, two assistant principals, six students, and six parents from three school districts in which WES were permitted and prevalent. Data collection methods were comprised of formal and informal interviews, focus group interviews, observations, film snippets, fictional curriculum plans, and official documents. Data were reduced to key themes by employing standard interpretive methods. Using occupational socialization theory, three groups of teachers were identified: non-teachers, conservatives, and progressives. Each teacher group was closely aligned to orientations for teaching and coaching. Orientations had been formed during their acculturation and were largely untouched or reinforced by their physical education teacher education (PETE) and the cultures in which they worked generally supported the non-teachers' perspective. Three forms of WES were identified: those that involved students participating in in-school activities and out-of-school activities in lieu of physical education, and innovative waivers that gave administrators the power to curtail provision of the subject. WES were primarily favored by everyone, with the exception of most physical education teachers. WES evolved from marginalization of physical education in relation to academic subjects and competitive sport, as well as poor physical education. The findings provided clues as to how the cycle of poor and non-teaching produced by the current pattern of socialization into physical education might be broken. Practical implications focused on the need for careful selection of preservice teachers, ways in which to deliver PETE, and the need for increased accountability in schools
Author: Peter Hastie
Publisher: Routledge
ISBN: 1136660453
Category : Education
Languages : en
Pages : 241
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Book Description
Sport Education: International Perspectives presents a series of studies of the innovative pedagogical model that has taken the physical education world by storm. Since the emergence of the Sport Education model in the mid-1990s it has been adopted and adapted in physical education programs around the world and a new research literature has followed in its wake. With contributions from leading international scholars and practitioners from the US, Europe and Asia, this book offers a more thoughtful and critical set of perspectives on Sport Education than any other. It is essential reading for any student, pre-service teacher, classroom teacher or university instructor working in SE, PE, youth sport, sports coaching or related disciplines.
Author: Colin Lacey
Publisher: Routledge
ISBN: 0415698898
Category : Education
Languages : en
Pages : 170
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Book Description
The change from a student role to a teacher role can be one of the most abrupt and stressful transitions in working life but the process of socialization does not end when the student becomes a fully qualified teacher, as many writers, laymen and sociologists, would have us believe. Colin Lacey argues that socialization is a partial and rarely homogenous process. He illustrates this from a wide variety of interesting case material to show how student teachers adapt their responses to the classroom situation.
