The Influence of a State Mandated Induction Assistance Program on the Socialization of a Beginning Physical Education Teacher

Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were c...

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Bibliographic Details
Published in:Journal of teaching in physical education 2011-10, Vol.30 (4), p.340-357
Main Authors: Richards, K. Andrew, Templin, Thomas J
Format: Article
Language:English
Subjects:
Acculturation
Beginning Teacher Induction
Beginning Teachers
Case Studies
Communities of Practice
Comparative Analysis
Grounded Theory
Interviews
Mentors
Middle School Students
Physical Education
Physical Education Teachers
Professional Development
Socialization
Teaching Methods
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Summary:Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were collected through seven interviews with Janet and interviews with Janet's mentor, principal, and assistant superintendent. Analyses were conducted using inductive analysis and the constant comparative method. Results indicate that Janet was exposed to several forms of assistance including a state wide induction assistance initiative called the State Mentoring and Assessment Program (S-MAP). She found the informal assistance provided by her teaching colleague and the community of practice they formed to be among the most important elements of her induction, and she was critical of the formal support she received through the S-MAP.
ISSN:0273-5024
1543-2769
DOI:10.1123/jtpe.30.4.340