Entering the field of physical education. The journey of fifteen first-year teachers.

Autor/inn/en	Ensign, Julene; Mays Woods, Amelia; Hodges Kulinna, Pamela
Titel	Entering the field of physical education. The journey of fifteen first-year teachers. Gefälligkeitsübersetzung: Der Eintritt in das Berufsfeld Sportpädagogik. Die Reise von 15 Lehrern im ersten Jahr.
Quelle	In: Research quarterly for exercise and sport, 89 (2018) 1, S. 66-79 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2017.1408951
Schlagwörter	Längsschnittuntersuchung; Soziale Isolation; Akkulturation; Erwartung; Rollenkonflikt; Soziale Interaktion; Sozialisation; Akkulturation; Arbeitsbedingungen; Berufsfeld; Erwartung; Längsschnittuntersuchung; Lehrer; Sozialisation; Karriere; Sportunterricht; Soziale Unterstützung; Sportpädagogik; Rollenkonflikt; Schülerverhalten; Anfänger; Lehrer; Lehrer-Schüler-Relation; Schülerverhalten; Sportpädagogik; Sportunterricht; Arbeitsbedingungen; Karriere; Berufsfeld; Soziale Unterstützung; Zielsetzung; Anfänger
Abstract	Purpose: Given the significant challenges facing today's physical educators, the purpose of this study was to examine the expectations of induction teachers and identify the factors in both their personal and organizational environments enhanced or constrained their assimilation into the field during their 1st year. Method: Using occupational socialization theory as a guide, data from demographic surveys and a series of formal interviews with participants at the beginning, middle, and end of the school year were inductively analyzed for theme development. Results: Results revealed positive acculturation experiences and unity regarding the purpose of physical education as preparing students to be fit for a lifetime. Barriers were noted to be family and personal crises, role conflict, isolation, marginalization, issues with classroom management and discipline, and difficulties in developing positive relationships with stakeholders. Enhancers were identified as positive interactions and rapport with students, colleagues, and administrators and favorable individual dispositions. Conclusion: Implications indicate a need for purposeful physical education teacher education training to proactively address these barriers during professional preparation as well as the creation of additional support systems for beginning teachers. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2019/1