“We have limited time, so it's a zero-sum game”: Influence of secondary organizational socialization on the forms of physical education teacher education provided by European, Asian, and North American-based mid-career faculty members

Abstract

The purpose of this study was to describe the influence of secondary organizational socialization on six mid-career faculty members’ provision of physical education teacher education (PETE). The specific research questions we sought to answer were: (a) what forms of PETE did mid-career faculty members provide for their preservice teachers? and (b) what factors aided or undermined mid-career faculty members’ provision of PETE? The faculty members worked in universities situated on three continents. The primary data source was a semi-structured interview with each faculty member. Optional supplementary data were supplied by three of the participants in the form of artifacts and film. Data were reduced to themes through analytic induction and constant comparison. Key findings were that faculty members provided two forms of PETE that were combinations of the critical-inquiry, traditional/craft, personalistic, and behavioristic orientations to teacher education. Three faculty members worked in what they perceived to be negative cultures, two in positive cultures, and one in a neutral culture. All six faculty members worked in what they perceived to be unfavorable conditions. Collectively, this situation made it difficult for faculty members to provide PETE as they intended. Faculty members dealt with adverse cultures and conditions by attempting to strategically redefine them or by strategically complying with them. The findings of the study may help to improve the culture and conditions in which sport pedagogy faculty members work, negate the effects of reality shock on neophyte faculty members, and promote faculty members’ thinking about the forms of PETE they provide.