Influence of Occupational Socialization on Early Career Teachers' Practical Knowledge,Confidence and Teaching in Physical Education
2016 (English)In: Abstracts Book AIESEP International Conference 2016 Laramie, USA: Blazing New Trails: Future Directions for Sport Pedagogy and Physical Activity / [ed] Tristan Wallhead, Larmie, Wyoming USA: University of Wyoming, Division of Kinesiology and health, Laramie, 2016, 226-226 p.Conference paper, Abstract (Refereed)
Ascertaining teacher knowledge is a powerful and useful way of analyzing and discussing how teachers think and make teaching decisions. Given the important role teacher knowledge plays in preservice teacher education, using the occupational socialization framework can aid inenlightening the process that influence teachers' beliefs, assumptions and values regarding teaching (Lawson, 1983). The framework is particularly useful when considering howoccupational socialization influences novice teachers, learning to teach. The purpose of this qualitative multiple case study was to examine the influence of occupational socialization onthree novice physical education teachers' practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in twoFinnish elementary schools. Data sources included nonparticipant lesson observations and semistructured in-depth teacher interviews. The analysis occurred in two phases. Initially, we createda case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-caseanalysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher's occupational socialization experiences influenced their teaching confidence,planning practices and enacted pedagogical actions during their early careers as teachers. Their athletic background and sport interest were embodied in their teaching confidence, planning timeand feedback behavior. In addition, the teacher education program experience extended their practical knowledge and was evident in their in physical education teaching. Teacher educatorsneed to have an understanding of their pre-service teachers' backgrounds and what experiences and perceptions they bring with them. Therefore, in designing the pedagogical structure inteacher education, it is essential to consider pre-service teachers' experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of howto teach physical education and provide students with quality learning experiences.
Place, publisher, year, edition, pages
Laramie, 2016. 226-226 p.
IdentifiersURN: urn:nbn:se:umu:diva-122719OAI: oai:DiVA.org:umu-122719DiVA: diva2:940790
AIESEP International Conference 2016 Laramie, USA, June 8-11, 2016