University of Illinois Urbana-Champaign

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

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
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
Thesis
Handle URL
https://hdl.handle.net/2142/129938
Copyright and License Information
Copyright 2025 Alyssa Trad

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