ABSTRACT

Limited research in the context of physical education teacher education has examined faculty members’ preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members’ preparation for and perceptions of the role of teacher educator. Participants included 23 pre-tenure PETE faculty members (14 male, 9 female) who worked in U.S. institutions of higher education. Data sources included excerpts from six rounds of in-depth, individual interviews focused on participants training for experiences related to teacher education as well as one specific interview focused on their pre-tenure experiences as teacher educators. A collaborative approach to data analysis involving both inductive and deductive methods was adopted. Results indicated that the participants had to navigate the social environment of the workplace as well as the social construction of role expectations associated with teaching, research, and service. Specifically, qualitative analysis resulted in three themes: (a) challenges in managing teaching, research, and service roles; (b) university sociopolitics challenge PETE faculty members’ perceived mattering; and (c) systems of support are critical because PETE can be an isolating discipline. The results highlight challenges associated with the construction of faculty roles in a broader sense and those more specific to PETE. They also draw attention to the importance of relationships and a support network relative to teacher education and preparing future teacher educators for the realities of faculty life.

摘要

体育教师教育背景下的有限研究考察了教师对教师角色教学方面的准备情况，特别是使用纵向方法。基于职业社会化理论，这项定性、纵向小组研究的目的是深入了解 PETE 教职员工对教师教育者角色的准备和看法。参与者包括在美国高等教育机构工作的 23 名任职前的 PETE 教员（14 名男性，9 名女性）。数据来源包括六轮深入的个人访谈的摘录，这些访谈侧重于参与者培训与教师教育相关的经验，以及一次具体访谈侧重于他们作为教师教育者的任职前经历。采用了涉及归纳和演绎方法的数据分析协作方法。结果表明，参与者必须在工作场所的社会环境以及与教学、研究和服务相关的角色期望的社会建构中导航。具体而言，定性分析产生了三个主题：(a) 管理教学、研究和服务角色方面的挑战；(b) 大学社会政治挑战 PETE 教员的感知重要性；(c) 支持系统至关重要，因为 PETE 可能是一门孤立的学科。结果突出了与更广泛意义上的教师角色构建相关的挑战，以及更具体的 PETE 挑战。