ABSTRACT

The purpose of this study is to examine a first-year educator’s socialization into the roles of classroom teaching and athletic coaching. This case study explores the significance of a middle school social studies teacher’s previous life experiences on her orientation toward teaching and coaching and the impact of her socialization – including teacher education, coaching education, and school induction – on her emerging teacher identity. Findings add to the existing research on interrole conflict among teacher-coaches while establishing a revised framework for interrole symbiosis, a concept that allows for the addition of interrole complementarity between the social positions of classroom teaching and athletic coaching in K-12 schools.

摘要

这项研究的目的是检查一年级教育者的社会化程度，以探讨其在课堂教学和体育教练中的作用。本案例研究探讨了一名中学社会学教师的前世经历对她的教学和指导方向的重要性，以及她的社会化（包括教师教育，教练教育和学校入职培训）对其新兴教师身份的影响。这些发现增加了对现有教师教练之间的冲突冲突的研究，同时建立了修订的“共生共生”框架，该构想允许在K-12学校的课堂教学和体育教练的社会地位之间增加“互补性”。