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Physical Education Teacher Education...

Brooks, Collin Chandler.

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Physical Education Teacher Education: Curriculum, Philosophies, and Readiness for Induction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Physical Education Teacher Education: Curriculum, Philosophies, and Readiness for Induction./
Author:	Brooks, Collin Chandler.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	262 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Physical education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28411967
ISBN:	9798738628306

Physical Education Teacher Education: Curriculum, Philosophies, and Readiness for Induction.
Brooks, Collin Chandler.

Physical Education Teacher Education: Curriculum, Philosophies, and Readiness for Induction. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 262 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2021.

This item must not be sold to any third party vendors.

The purpose of this dissertation was to examine preservice physical education teachers' professional socialization experiences at one university and how these events prepared them for induction into the teaching profession. In study one, modifying curriculum mapping procedures provided by Britton et al. (2008), a curriculum map exercise was conducted using six sets of standards over 21 physical education teacher education (PETE) courses at PETE State University (PSU). Individual course maps and the program curriculum map were the primary data sources during this study. The data were analyzed using deductive content analysis (Sparkes & Smith, 2014). The number of times course outcomes aligned with a professional standard allowed the researcher to "draw reference from this quantifying process about the data in question" (Sparkes & Smith, 2014, p. 116). Three themes were established based on the results of the curriculum mapping exercise: (a) curriculum strengths, (b) the need for multiple standard sets, and (c) (potentially) outdated and disconnected standards. In conclusion, curriculum mapping could identify curriculum gaps and strengths within a PETE program. In study two, using occupational socialization as the theoretical framework (Lawson, 1983a), PSU's former and current PETE faculty teaching philosophies and their relatedness to the PETE program vision were examined. Using a single instrumental case study design, the study participants were seven former and current PSU faculty members. The data were collected through semi-structured interviews, program review reports, and critical incident timelines. The data were analyzed using categorical aggregation and codes with similar meanings were combined to develop themes (Stake, 1995). Three themes were established across all data sources: (a) influential relationships supported the development of individual teaching philosophies, (b) each faculty member contributed pieces of the puzzle, and (c) induction preparation (dis)agreements. It was recommended that further research be conducted on exploring how influential relationships impact the socialization experiences of PETE faculty members and how influential relationships impact preservice teachers. In study three, using occupational socialization as the theoretical framework (Lawson, 1983a), PSU preservice physical education teachers' perceptions of readiness for induction were examined. Using a single instrumental case study design, the study participants were eight PSU preservice physical education teachers. The data were collected through semi-structured interviews, field notes, and course outcomes. Data were analyzed using categorical aggregation and direct interpretation of individual instances (Stake, 1995). Codes with similar meanings merged to develop themes. Three themes were evident across all data sources: (a) the importance of field placements, (b) prepared for planning, and (c) preparation for sociopolitical issues. It was recommended that additional research be conducted on induction physical education teachers' perceptions of working relationships with veteran teachers.

ISBN: 9798738628306Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Curriculum mapping

Physical Education Teacher Education: Curriculum, Philosophies, and Readiness for Induction.
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300 $a 262 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
500 $a Advisor: McMullen, Jaimie M.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this dissertation was to examine preservice physical education teachers' professional socialization experiences at one university and how these events prepared them for induction into the teaching profession. In study one, modifying curriculum mapping procedures provided by Britton et al. (2008), a curriculum map exercise was conducted using six sets of standards over 21 physical education teacher education (PETE) courses at PETE State University (PSU). Individual course maps and the program curriculum map were the primary data sources during this study. The data were analyzed using deductive content analysis (Sparkes & Smith, 2014). The number of times course outcomes aligned with a professional standard allowed the researcher to "draw reference from this quantifying process about the data in question" (Sparkes & Smith, 2014, p. 116). Three themes were established based on the results of the curriculum mapping exercise: (a) curriculum strengths, (b) the need for multiple standard sets, and (c) (potentially) outdated and disconnected standards. In conclusion, curriculum mapping could identify curriculum gaps and strengths within a PETE program. In study two, using occupational socialization as the theoretical framework (Lawson, 1983a), PSU's former and current PETE faculty teaching philosophies and their relatedness to the PETE program vision were examined. Using a single instrumental case study design, the study participants were seven former and current PSU faculty members. The data were collected through semi-structured interviews, program review reports, and critical incident timelines. The data were analyzed using categorical aggregation and codes with similar meanings were combined to develop themes (Stake, 1995). Three themes were established across all data sources: (a) influential relationships supported the development of individual teaching philosophies, (b) each faculty member contributed pieces of the puzzle, and (c) induction preparation (dis)agreements. It was recommended that further research be conducted on exploring how influential relationships impact the socialization experiences of PETE faculty members and how influential relationships impact preservice teachers. In study three, using occupational socialization as the theoretical framework (Lawson, 1983a), PSU preservice physical education teachers' perceptions of readiness for induction were examined. Using a single instrumental case study design, the study participants were eight PSU preservice physical education teachers. The data were collected through semi-structured interviews, field notes, and course outcomes. Data were analyzed using categorical aggregation and direct interpretation of individual instances (Stake, 1995). Codes with similar meanings merged to develop themes. Three themes were evident across all data sources: (a) the importance of field placements, (b) prepared for planning, and (c) preparation for sociopolitical issues. It was recommended that additional research be conducted on induction physical education teachers' perceptions of working relationships with veteran teachers.
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653 $a Induction
653 $a Occupational socialization
653 $a Physical education teacher education
653 $a Physical education
653 $a Teacher career cycle
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710 2 $a University of Northern Colorado. $b Sport & Exercise Science. $3 1669326
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