Navigating the first year of teaching: The development of induction physical educators

Ensign, Julene M.

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https://hdl.handle.net/2142/88939 Copy

Description

Title

Navigating the first year of teaching: The development of induction physical educators

Author(s)

Ensign, Julene M.

Issue Date

2015-09-01

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

Woods, Amelia M.

Doctoral Committee Chair(s)

Woods, Amelia M.

Committee Member(s)

• Graber, Kim C.
• Hood, Denice
• Carlson, Kristin

Department of Study

Kinesiology & Community Health

Discipline

Kinesiology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Physical Education
• occupational socialization
• teaching
• effectiveness
• assimilation
• induction
• beginning teachers

Abstract

Because teacher attrition has a negative influence on the educational system, providing resources to move teachers in positive career progressions is critical to their professional success and development. Identifying challenges and creating proactive strategies for successful induction are key components for informing the professional preparation processes and promoting increases in teaching effectiveness. Though research has been conducted regarding the assimilation of induction teachers into the teaching profession, the development and socialization of physical educators is unique; therefore, the purpose of this study was to examine the transition of physical educators into and throughout their first year of teaching. A series of qualitative and quantitative methods, including formal and informal interviews, questionnaires, surveys, and systematic teaching observations, were combined to characterize the nature of challenges, enhancers, and teaching effectiveness at strategic points during the academic year. During data analysis, quantitative data were used to triangulate emergent, qualitative themes. Results revealed positive acculturation experiences and unity regarding the teachers’ views of the purpose of physical education. Challenges were noted as family and personal crises, role conflict, isolation, marginalization, classroom management, and difficulties developing positive relationships with stakeholders. Enhancers were identified as positive interactions with students and colleagues, as well as favorable individual dispositions. Levels of teaching effectiveness, as measured by quality of task presentations and use of class time, were comparable to those generated by veteran physical educators (Gusthart, Kelly, & Rink, 1997; Rhoades & Woods, 2012). The presence of strong professional preparation and favorable personal, professional, and environmental factors positively affects both the assimilation process and development of effective teaching strategies in induction physical educators.

Graduation Semester

2015-12

Type of Resource

text

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http://hdl.handle.net/2142/88939

Copyright and License Information

Copyright 2015 Julene M. Ensign

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