Exploring the influence of socialization on the social and emotional development of preservice physical education teachers

Trad, Alyssa M.

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https://hdl.handle.net/2142/129938 Copy

Description

Title

Exploring the influence of socialization on the social and emotional development of preservice physical education teachers

Author(s)

Trad, Alyssa M.

Issue Date

2025-07-14

Director of Research (if dissertation) or Advisor (if thesis)

Richards, Kevin Andrew

Doctoral Committee Chair(s)

Richards, Kevin Andrew

Committee Member(s)

• Woods, Amelia Mays
• Graber, Kim C
• Wright, Paul

Department of Study

Health and Kinesiology

Discipline

Kinesiology

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Social And Emotional Development
• Occupational Socialization
• Project-based Learning
• Physical Education

Language

eng

Abstract

This dissertation explores the emotional and occupational socialization of preservice physical education teachers (PETE), with a particular focus on how personal experiences and professional preparation influence their social and emotional development. Drawing from emotional socialization and Occupational Socialization Theory (OST), the study examines how acculturation (K-12 experiences) and professional socialization (teacher education experiences) shape preservice teachers' emotional regulation, identity development, and preparedness for the emotional demands of teaching. The dissertation employs a three-article format. Article one presents a conceptual framework for embedding social and emotional learning (SEL) into PETE coursework using project-based learning (PBL) as a guiding pedagogy. Article two aimed at understanding how preservice teachers are emotionally socialized through key people and experiences during their acculturation and professional socialization. Article three investigated how preservice students perceive how their PETE programs and faculty members influence preservice teachers' emotional development. Across all articles, this work highlights the importance of recognizing and intentionally supporting emotional growth in teacher education programs to better prepare future educators for the emotional complexities of the profession.

Graduation Semester

2025-08

Type of Resource

Text

Handle URL

https://hdl.handle.net/2142/129938

Copyright and License Information

Copyright 2025 Alyssa Trad

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