'We're trying to produce serious educators': impact of secondary organizational socialization on mid-career faculty members' delivery of PETE

The purpose of this study was to describe the impact of secondary organizational socialization on mid-career faculty members' (FMs) delivery of physical education teacher education (PETE). Data were collected with four qualitative techniques and analyzed using analytic induction and constant co...

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Bibliographic Details
Published in:Sport, education and society education and society, 2023-05, Vol.28 (4), p.369-380
Main Authors: Brunsdon, Jamie Jacob, Curtner-Smith, Matthew D.
Format: Article
Language:English
Subjects:
Careers
College Faculty
College students
conditions
Cultural Influences
culture
Doctoral Students
Grounded Theory
Higher education
Institutional Characteristics
Organizational Culture
Organizational socialization
Physical Education
Physical Education Teachers
Secondary education
Socialization
Teacher Attitudes
Teacher Characteristics
Teacher education
Teacher Education Programs
Teacher Educators
Teachers
Teaching Methods
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Summary:The purpose of this study was to describe the impact of secondary organizational socialization on mid-career faculty members' (FMs) delivery of physical education teacher education (PETE). Data were collected with four qualitative techniques and analyzed using analytic induction and constant comparison. FMs delivered PETE based on the behavioristic, traditional/craft, and critical-inquiry orientations to teacher education. Cultural components and conditions that supported or undermined the FMs' implemention of PETE were identified. FMs fully complied with positive aspects of their cultures and conditions and coped with negative and unfavorable aspects by strategically complying with or strategically redefining their situations, or finding a new position. These FMs' stories should help doctoral students transition into higher education and inspire other FMs and administrators to reflect on the extent to which they support or undermine those attempting to conduct PETE.
ISSN:1357-3322
1470-1243
DOI:10.1080/13573322.2022.2030700