The Influence of Mentoring Relationships on Occupational Socialization in Physical Education Teacher Education PDF Download
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Author: Lauren Bean
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Mentorship aids in student retention and creating quality PE teachers but socialization of preservice teachers (PSTs) can hinder continuation of best practices when transitioning into the profession. This study investigated how occupational socialization phases interact with perceptions of quality mentor relationships of 25 current students and alumni in a Physical Education Teacher Education (PETE) program. Utilizing an exploratory qualitative design, participants from professional and organizational occupational socialization phases were interviewed. Frameworks implemented were the theories of occupational socialization (Lawson, 1983; Templin & Schempp, 1989) and indicators of quality mentor relationships (France & Petitpas, 2015). Data were analyzed through the method of Consensual Qualitative Research (Hill et al., 2005). Participants identified five categories that informed their perceptions of quality mentor relationships: building trust, instilling confidence, buy-in, investment and growth, and opportunities. Additionally, participants identified five categories that informed the perceptions of the impact from their mentor: instilling PE pedagogical skills and perspectives, continued connection, emulating their mentors, application of PE pedagogical skills and perspectives, and see the bigger picture. Participants within the professional phase supported previous research of being active agents in their socialization. In opposition, mentors had positive influences on participants’ negotiation of their beliefs and perceptions of PE when entering the organizational phase. PETE students benefit from quality mentor relationships, which take time to form. Faculty should engage in training on the foundations of building quality relationships and understanding their students’ socialization of PE to be more impactful in shaping the future practices of PSTs.
Author: Lauren Bean
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Mentorship aids in student retention and creating quality PE teachers but socialization of preservice teachers (PSTs) can hinder continuation of best practices when transitioning into the profession. This study investigated how occupational socialization phases interact with perceptions of quality mentor relationships of 25 current students and alumni in a Physical Education Teacher Education (PETE) program. Utilizing an exploratory qualitative design, participants from professional and organizational occupational socialization phases were interviewed. Frameworks implemented were the theories of occupational socialization (Lawson, 1983; Templin & Schempp, 1989) and indicators of quality mentor relationships (France & Petitpas, 2015). Data were analyzed through the method of Consensual Qualitative Research (Hill et al., 2005). Participants identified five categories that informed their perceptions of quality mentor relationships: building trust, instilling confidence, buy-in, investment and growth, and opportunities. Additionally, participants identified five categories that informed the perceptions of the impact from their mentor: instilling PE pedagogical skills and perspectives, continued connection, emulating their mentors, application of PE pedagogical skills and perspectives, and see the bigger picture. Participants within the professional phase supported previous research of being active agents in their socialization. In opposition, mentors had positive influences on participants’ negotiation of their beliefs and perceptions of PE when entering the organizational phase. PETE students benefit from quality mentor relationships, which take time to form. Faculty should engage in training on the foundations of building quality relationships and understanding their students’ socialization of PE to be more impactful in shaping the future practices of PSTs.
Author: Mick Mawer
Publisher: Routledge
ISBN: 1135716463
Category : Education
Languages : en
Pages : 264
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Book Description
This book examines factors surrounding the partnership between school-based training and mentoring in Physical Education. Contributors look at all angles of the collaboration between schools and higher education institutions, including: How mentor training programs are planned and the issues involved *Trainees' experiences of school-based training and mentoring *The needs of PE mentors in schools *A full explanation of mentoring Drawing on recent findings and the views of physical education teachers in the UK, Australia and the USA, the editor combines a wealth of information on factors which influence mentorship and the effectiveness of school-based partnership schemes.
Author: K. Andrew R. Richards
Publisher: Routledge
ISBN: 1317394283
Category : Education
Languages : en
Pages : 297
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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: Susan Capel
Publisher: Routledge
ISBN: 1351671189
Category : Education
Languages : en
Pages : 324
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Book Description
Mentoring Physical Education Teachers in the Secondary School helps trainee and newly qualified mentors of physical education teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning physical education teachers. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding physical education teachers. Key topics explained include: Roles and responsibilities of mentors Developing a mentor-mentee relationship Guiding beginning physical education teachers through the lesson planning process Observations and pre- and post-lesson discussions Filled with the key tools needed for the mentor’s individual development, Mentoring Physical Education Teachers in the Secondary School offers an accessible guide to mentoring physical education teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.
Author: Paul G. Schempp
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 362
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Book Description
Author: Fiona C. Chambers
Publisher: Routledge
ISBN: 131775428X
Category : Education
Languages : en
Pages : 224
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Book Description
Mentoring is a core element of any successful teacher education or coach education programme, with evidence suggesting that teachers and coaches who are mentored early in their careers are more likely to become effective practitioners. Physical education and sports coaching share important pedagogical, practical and cultural terrain, and mentoring has become a vital tool with which to develop confidence, self-reflection and problem-solving abilities in trainee and early career PE teachers and sports coaches. This is the first book to introduce key theory and best practice in mentoring, for mentors and mentees, focusing on the particular challenges and opportunities in physical education and sports coaching. Written by a team of international experts with extensive practical experience of mentoring in PE and coaching, the book clearly explains what mentoring is, how it should work, and how an understanding of socio-cultural factors can form the foundation of good mentoring practice. The book explores practical issues in mentoring in physical education, including pre-service and newly qualified teachers, and in coach education, including mentoring in high performance sport and the role of national governing bodies. Each chapter includes real mentoring stories, practical guidance and definitions of key terms, and a ‘pedagogy toolbox’ brings together the most important themes and techniques for easy reference. This is a hugely useful book for all teacher and coach education degree programmes, for any practising teacher or coach involved in mentoring, and for schools, clubs, sports organisations or NGBs looking to develop mentoring schemes.
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: Nicholas O'Leary
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Mick Mawer
Publisher: Routledge
ISBN: 9780750705653
Category : Education
Languages : en
Pages : 247
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Book Description
A detailed study of all aspects of mentoring in PE. The views of teachers in the UK, Australia and the USA are combined to discuss issues such as the need of PE mentors in schools; planning mentor training programmes and trainees' experiences of mentoring.
Author: Molly Bosche Sharer
Publisher:
ISBN: 9781321782950
Category :
Languages : en
Pages : 69
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Book Description
Findings showed that mentoring is an important support to provide early career PE teachers. Mentoring inside of teaching content has many benefits and mentoring outside of teaching content has challenges. Informal mentoring can provide additional support for new teachers. A strong mentoring relationship depends on a quality mentor, compatible personalities, and frequent meeting opportunities for the pair.
