The Occupational Socialization of a First-Year Physical Education Teacher with a Teaching Orientation

By M. Curtner-Smith. 2001

229 citations recorded by the source corpus.

Subfields: Gender Studies, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dcc0406c1289991caf3f39b34ec79789ebff2c3a

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Citations in the corpus

Neither shaking nor stirring: a case study of reflexivity in Norwegian physical education teacher education (2014, result): “In short, this study adds weight to the increasingly abundant research demonstrating that teacher education tends to confirm rather than challenge student teachers’ beliefs about PE, as well as their anticipated practices (Curtner-Smith, 2001; Capel, 2005).”
Preservice teachers' conceptions of teaching within sport education and multi-activity units (2004, background): “Moreover, most of those few recruits who entered PETE with a subjective warrant in which teaching was a priority and coaching was a career contingency had also been attracted to physical education because of their past sporting connections (Curtner-Smith, 2001).”
Toward a Multidimensional Perspective on Teacher-Coach Role Conflict (2012, background): “As a result, innovative practices and dispositions that are instilled during preservice training may be washed out in favor of more traditional orientations (Blankenship & Coleman, 2009; Curtner-Smith, 2001).”
Understanding the Realities of School Life: Recommendations for the Preparation of Physical Education Teachers (2013, background): “Conversely, those who are more orientated toward teaching tend to be female and participate in non-traditional sports (Curtner-Smith, 2001).”
Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation and Delivery of the Sport Education Model (2009, background): “…provide close supervision of EFEs and student teaching, and agree on a “shared technical culture” (i.e., the knowledge and skills needed for effective teaching) (Lortie, 1975), they appear to have a much improved chance of influencing their charges for the better (Curtner-Smith, 1997, 2001).”
Understanding the perceived mattering of physical education teachers (2018, methodology): “As has been documented in previous research related to teacher marginalization (see Curtner-Smith, 2001; Macdonald, 1999; Stroot & Ko, 2006), being located centrally in the school and proximal to their colleagues enhanced teachers’ perceived mattering, whereas being located distally, such as in a…”
Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education (2008, background): “The theoretical framework which drove this research was occupational socialization (see Lawson, 1983a,b, 1986; Templin & Schempp, 1989; Schempp & Graber, 1992; Stroot, 1993; Curtner-Smith, 2001). This perspective was defined by Lawson (1986) as ‘all kinds of socialization that initially influence pe”
Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students (2011, methodology): “…socialization has been used to good effect to explain why preservice and inservice physical education (PE) teachers think and teach as they do (Curtner-Smith, 2001, 2009; Curtner-Smith, Hastie, & Kinchin, 2008; Lawson, 1983a, 1983b; Schempp & Graber, 1992; Stroot, 1993; Templin & Schempp,…”
Young people's views on the nature and purposes of physical education: a sociological analysis (2007, background): “…examined these in relation to teachers’ views on the nature and purposes of PE and the extent to which what teachers do in the name of PE in schools impacts upon young people’s experience of the subject (Kirk, 1992; Curtner-Smith, 1995, 2001; Green, 2000, 2002a, 2003; Curtner-Smith & Meek, 2000).”