The role of induction assistance in the socialization of a beginning physical education teacher during curricular reform
Abstract
Using occupational socialization theory (Lawson, 1986), this investigation sought to describe the socialization of Janet, an induction phase (Fessler & Christensen, 1992; Stroot & Ko, 2006; Zeichner & Gore, 1990) physical education teacher, into the teaching profession. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School and her experiences with a Physical Education for Progress (PEP) Grant. Data was collected through seven interviews with Janet, the use of a reflective journal, and interviews with Janet’s mentor, principal, and assistant superintendent. Analyses were conducted using inductive analysis and the constant comparative method (Patton, 2002). Results indicate that Janet entered the teaching profession with what Curtner-Smith, Hastie, and Kinchin (2008) referred to as a teaching orientation. At Liberty Middle School, Janet was exposed to several forms of assistance. While she found value in all of the support she received, she explained that the PEP Grant assistance was most meaningful because it was specific to physical education. The community of practice (O'Sullivan, 1989) that was developed amongst the physical education teachers at Liberty facilitated Janet’s transition into teaching and she appreciated the informal mentoring provided to her by her colleagues.
Degree
M.S.
Advisors
Templin, Purdue University.
Subject Area
School administration|Physical education|Curriculum development
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