Addressing Physical Education Teacher Socialization Through Standards-based Reform of Physical Education Teacher Education |
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| Authors: | K Andrew R Richards Lynn D Housner Thomas J Templin |
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| Institution: | 1. Department of Kinesiology, University of Alabama, Tuscaloosa, Alabama;2. School of Physical Activity and Sport Sciences, West Virginia University, Morgantown, West Virginia;3. School of Kinesiology, University of Michigan, Ann Arbor, Michigan |
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| Abstract: | Research suggests that progress in the physical education profession is slowed by a cycle of nonteaching and dominance of traditional methodologies. Socialization factors operate to preserve and perpetuate the status quo of the profession, which is rooted primarily in team sport content. Teacher education programs are challenged to persuade pre-service teachers to question their initial belief structures while also preparing them for the sociopolitical realities of schools. There is not, however, a formal mechanism through which to accomplish these goals, because current accreditation standards do not include an emphasis on socialization. As a result, the purpose of this article is to stimulate further discussion by reviewing relevant research related to socialization, describe evidence-based practices for overcoming these challenges, and propose an addition to the Society of Health and Physical Educators America (2017) standards for initial physical education teacher education to specifically focus attention on socialization issues. |
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| Keywords: | Occupational socialization theory physical education teacher education school sociopolitics marginalization teacher stress |
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