Learning to Guide Elementary Education Majors in Teaching Physical Education: A Journey of Teacher and Student Socialization.
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| Title: | Learning to Guide Elementary Education Majors in Teaching Physical Education: A Journey of Teacher and Student Socialization. |
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| Authors: | Beddoes, Zack1 zack_beddoes@byu.edu |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Aug2025, Vol. 21 Issue 2, p125-145. 21p. |
| Subject Terms: | *Physical education, *Elementary education, *Teacher education |
| Abstract: | Professors in teacher education are positioned to be significant socializing agents to their students. In turn, teacher education faculty members undergo their own unique brand of socialization through association with faculty peers, students, and others. This self-study by a visiting faculty was improvement-oriented and influenced by a personal drive to be an effective instructor for students who were not majoring in physical education. I analyzed my journey via a range of data sources including: a reflective journal, critical friendship discussions, and student course ratings. These sources helped me view my teaching practice through my own lens and through the eyes of my students. Data analysis focused on identifying turning points and critical incidences that changed or challenged my thinking and/or practice. Two interrelated themes were developed: (a) A Journey from Seeking Role Model Status to a More Authentic Focus on Students; and (b) Navigating Mounting Internal Pressures. I discuss my results from a socialization lens. I found it particularly impactful to my self-study journey to have the support of a faculty team invested in my growth and development as a professional. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Professors in teacher education are positioned to be significant socializing agents to their students. In turn, teacher education faculty members undergo their own unique brand of socialization through association with faculty peers, students, and others. This self-study by a visiting faculty was improvement-oriented and influenced by a personal drive to be an effective instructor for students who were not majoring in physical education. I analyzed my journey via a range of data sources including: a reflective journal, critical friendship discussions, and student course ratings. These sources helped me view my teaching practice through my own lens and through the eyes of my students. Data analysis focused on identifying turning points and critical incidences that changed or challenged my thinking and/or practice. Two interrelated themes were developed: (a) A Journey from Seeking Role Model Status to a More Authentic Focus on Students; and (b) Navigating Mounting Internal Pressures. I discuss my results from a socialization lens. I found it particularly impactful to my self-study journey to have the support of a faculty team invested in my growth and development as a professional. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17425964 |
| DOI: | 10.1080/17425964.2024.2360926 |
