Influence of occupational socialization on beginning teachers' interpretation and delivery of sport education
Influence of occupational socialization on beginning teachers' interpretation and delivery of sport education
The purpose of this study was to determine the extent to which newly qualified teachers employed the Sport Education (SE) model. In addition, we attempted to discover factors which led to and facilitated beginning teachers employing the model and those which did not. Participants were six American and four British beginning teachers. Data were collected by formally interviewing each teacher. Analysis procedures employed were analytic induction and constant comparison. Occupational socialization was the theoretical framework which guided data collection and analysis procedures. Results indicated that teachers interpreted and delivered SE in one of three different ways: full version, watered down version, and cafeteria style. Moreover, the teachers’ acculturation, professional socialization, and organizational socialization largely explained why teachers interpreted and delivered SE as they did.
beginning teachers, sport education, occupational socialization
97-117
Curtner-Smith, Matthew D.
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Hastie, Peter A.
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Kinchin, Gary D.
04cfb5e4-89a6-479a-9426-8534944436a4
Curtner-Smith, Matthew D.
998c78d8-8f1a-4d1f-a3ad-7c834e16b8e7
Hastie, Peter A.
1bc32e71-adf5-4088-b546-4980965f1226
Kinchin, Gary D.
04cfb5e4-89a6-479a-9426-8534944436a4
Curtner-Smith, Matthew D., Hastie, Peter A. and Kinchin, Gary D.
(2008)
Influence of occupational socialization on beginning teachers' interpretation and delivery of sport education.
Sport Education and Society, 13 (1), .
(doi:10.1080/13573320701780779).
Abstract
The purpose of this study was to determine the extent to which newly qualified teachers employed the Sport Education (SE) model. In addition, we attempted to discover factors which led to and facilitated beginning teachers employing the model and those which did not. Participants were six American and four British beginning teachers. Data were collected by formally interviewing each teacher. Analysis procedures employed were analytic induction and constant comparison. Occupational socialization was the theoretical framework which guided data collection and analysis procedures. Results indicated that teachers interpreted and delivered SE in one of three different ways: full version, watered down version, and cafeteria style. Moreover, the teachers’ acculturation, professional socialization, and organizational socialization largely explained why teachers interpreted and delivered SE as they did.
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e-pub ahead of print date: February 2008
Keywords:
beginning teachers, sport education, occupational socialization
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Local EPrints ID: 157915
URI: http://eprints.soton.ac.uk/id/eprint/157915
PURE UUID: 8d164792-6010-4d83-ac99-2659971046b9
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Date deposited: 11 Jun 2010 09:24
Last modified: 14 Mar 2024 01:49
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Contributors
Author:
Matthew D. Curtner-Smith
Author:
Peter A. Hastie
Author:
Gary D. Kinchin
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