Association of Physical Educators' Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation.

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers' role breadth self-efficacy (RBSE) as a measure of PE teachers' CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers' CSPAP-related confidence.

Perceived Workplace Experiences of Adapted Physical Educators and Physical Educators.

Purpose: The purpose of this study was to compare the workplace experiences of physical education and adapted physical education teachers while also considering biological sex. Role socialization theory was used as a guiding lens. Method: Participants included 653 teachers (women = 382) who taught physical education (n = 420) or adapted physical education (n = 233). Five instruments were used to examine workplace experiences regarding: (a) marginalization and isolation, (b) two elements of perceived mattering, (c) three role stressors, (d) resilience, and (e) emotional exhaustion. Group comparisons were analyzed using a 2 × 2 (discipline x biological sex) factorial MANCOVA while including years of teaching experience as a covariate. Results: No significant interaction effect between teacher group and biological sex was detected; however, there were significant main effects of teacher group, F(9,640) = 19.49, p < .001; Wilk's Λ = .79, partial-η2 = .22, and of biological sex, F(9,640) = 2.81, p < .01; Wilk's Λ = .96, partial-η2 = .04, on the dependent variables. Significant follow-up univariate tests showed that the adapted physical education teachers perceived less marginalization, less isolation, more perceived mattering, and less emotional exhaustion than the physical education teachers. Women from both groups felt significantly more role overload when compared to the men. Conclusion: Collectively, these findings both relate to and extend role socialization theory in explaining how adapted physical education teachers are socialized through the workplace in comparison to their physical education counterparts. Practical implications for preservice and inservice teacher preparation and future research directions are discussed.

Identidade(s), cultura escolar e subjetividades: os fios que constituem o processo de socialização docente dos professores de Educação Física iniciantes na carreira docente / Identity(s), school culture and subjectivities: the threads that constitute the process of teacher socialization of Physical Education teachers beginners in the teaching career / Identidad(es), cultura escolar y subjetividades: los hilos que constituyen el proceso de socialización docente de profesores de Educación Física principiantes en la carrera docente

Este artigo tem como objetivo compreender os elementos que constituem o processo de socialização docente de professores de Educação Física iniciantes na carreira docente. Para tanto, foi realizada uma pesquisa etnográfica com dois professores de Educação Física, em duas escolas da Rede Municipal de Ensino de Porto Alegre/RS. Utilizamos como instrumentos de obtenção de informações o diário de campo e a entrevista semiestruturada. Neste estudo, compreendemos a socialização docente como um processo, constituída por uma tríade: identidades, cultura escolar e subjetividades. Compreendemos também que a socialização docente é um fenômeno complexo, não linear e que se constrói em momentos de individualização e em momentos de coletividade, de forma dialética. Estudar esse processo significou compreender os tempos e espaços de cada sujeito envolvido e, ainda, o seu meio social.

The present work aimed to investigate the educational process of Physical Education (PE) teacher socialization in first years of education. An ethnographic study was conducted. Two PE teachers from public schools of Porto Alegre/RS were investigated. We observed that PE teachers goes through a socialization process where a triad appears: identities, school culture and subjectivities. We also understand that teacher socialization is a complex, non-linear phenomenon that is constructed in moments of individualization and in collective moments, in a dialectical way. Studying this process meant understanding the times and spaces of each subject involved and, also, their social environment

Este artículo tiene como objetivo comprender los elementos que constituyen el proceso de socialización docente de profesores de Educación Física principiantes en la carrera docente. Para eso, se ha realizada una investigación etnográfica con dos profesores de Educación Física en dos escuelas de la Red de Enseñanza del Ayuntamiento de Porto Alegre/RS. En este estudio se comprende la socialización como un proceso, constituida por una tríada: identidades, cultura escolar y subjetividades. Comprendemos también que la socialización docente es un fenómeno complejo, no lineal y que se construye en momentos de individualización y en momentos de colectividad, de forma dialéctica. Estudiar ese proceso significó comprender los tiempos y espacios de cada sujeto involucrado y, aún, su medio social.

C. H. McCloy Lecture: reflections on socialization into physical education: an intergenerational perspective.

Charles H. McCloy was an icon in our profession. He was not only a leading researcher in the area of anthropometrics and tests and measurements, but he was a leading advocate for physical education (PE) in our country. McCloy's advocacy ties nicely into the authors' belief that the socialization process has a profound impact on the state of PE in our country. Grounded in nearly 40 years of research related to teacher socialization, the purpose of this manuscript is to provide an overview of the socialization of PE teachers across the phases of acculturation, professional socialization, and organizational socialization. Research pertaining to each of the phases is reviewed and then connected to an intergenerational comparison of the authors' autobiographical experiences in PE. The article concludes with propositions and implications about the socialization process and recommendations for future research.