Impact of Occupational Socialisation on South Korean Teachers' Reading and Delivery of Physical Education

Autor/inn/en	Park, Chan Woong; Curtner-Smith, Matthew
Titel	Impact of Occupational Socialisation on South Korean Teachers' Reading and Delivery of Physical Education
Quelle	In: Curriculum Studies in Health and Physical Education, 9 (2018) 2, S.107-122 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/18377122.2017.1418178
Schlagwörter	Foreign Countries; Physical Education Teachers; Socialization; Teacher Education Programs; Faculty Development; Teaching Styles; Acculturation; Athletics; Elementary Secondary Education; Interviews; Coaching (Performance); Cultural Influences; South Korea + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Socialisation; Sozialisation; Lehrstil; Unterrichtsstil; Akkulturation; Leichtathletik; Interviewing; Interviewtechnik; Cultural influence; Kultureinfluss; Korea; Republik
Abstract	Understanding how physical education (PE) teachers in a particular culture are socialised into the profession can lead to improvements in PE teacher education (PETE) and professional development. Most research on PE teachers' occupational socialisation has been conducted in the United States and Britain. We believed that the patterns of socialisation for South Korean teachers might be different from those found in these countries. The purpose of this study, therefore, was to describe the impact of occupational socialisation on nine South Korean teachers' reading and delivery of PE. Data were collected with five qualitative techniques and analysed by employing analytic induction and constant comparison. Key findings were that the teachers underwent a unique pattern of occupational socialisation which resulted in seven of them possessing teaching orientations, one being coaching oriented, and one having a non-teaching orientation. The teachers' acculturation led to a high proportion of them being teaching oriented on entering PETE. Traditional PETE was more potent than other forms of PETE and reinforced the teaching orientations of those who experienced it. Innovative school cultures offset and compensated for the weak PETE experienced by some teachers. Suggestions for future research in this line are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01