Teacher Socialization in Physical Education Contexts

Teacher socialization in physical education contexts encompasses the multifaceted journey through which individuals adopt the values, beliefs, skills and norms essential for effective PE instruction. This process originates in early experiences as students or athletes and is shaped by familial, cultural and community influences that form an individual’s habitus—ingrained dispositions guiding pedagogical preferences. Formal teacher education programmes aim to build on this foundation through coursework, practicum placements and mentorship, yet often encounter inertia when attempting to transform pre‐existing perceptions. Upon entering the profession, novice PE teachers frequently face reality shock as they balance curricular marginalization of PE, extensive administrative duties and professional isolation. Adaptation hinges on cultivating collegial networks, engaging in reflective practice and negotiating a health‐promoter identity within schools. Recent lines of inquiry emphasise the importance of epistemological awareness and consideration of the bioecological environment in sustaining development. Recognising global diversity—spanning cultural norms, gender dynamics and inclusion of adapted physical education—underscores the need for context‐sensitive strategies in recruitment, retention and lifelong professional growth. Practical applications include structured induction programmes, peer mentoring systems and frameworks that guide reflective decision‐making to enhance quality PE worldwide.

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Teacher Socialization in Physical Education Contexts publication trend

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Technical terms

Occupational socialization: The process by which newcomers internalise the norms, values and expected practices of the teaching profession.

Reality shock: The emotional and professional dissonance experienced when initial expectations clash with the actual demands of teaching.

Marginalization: The peripheral status and undervaluation of physical education within the broader school curriculum.

Habitus: A set of deeply ingrained dispositions and perceptions formed by prior experiences, influencing teaching style and beliefs.

Epistemic Judgement Framework: An integrated model combining epistemological insight and environmental factors to structure reflective decision-making in PE professional development.

References

1. Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system. European Physical Education Review (2022).
2. ‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession. European Physical Education Review (2021).
3. The epistemic judgement framework: a reflexive tool for physical education teachers’ professional development to support Quality Physical Education. Frontiers in Education (2024).