ABSTRACT
In the earlier chapters of this book, you will have noted that those sport pedagogy scholars who have conducted teacher socialization research using occupational socialization theory as a framework for their work have examined the influences and interactions of three different types of socialization on physical education teachers. These are the effects of acculturation or biography on recruits prior to their entry into university or college physical education teacher education (PETE) programs, the impact of professional socialization (or PETE) on preservice teachers, and the effects of organizational socialization (or the school culture) on inservice teachers (e.g., Curtner-Smith et al., 2008; Richards et al., 2014; Schempp & Graber, 1992; Stroot, 1993; Templin & Richards, 2014; Templin & Schempp, 1989). The primary goal of this chapter is to explore the influence of the first of these forms of socialization, acculturation, on those considering a career as physical education teachers. The main use of this work is that it provides faculty in universities and colleges responsible for carrying out PETE for preservice teachers and professional development for inservice teachers with a valuable insight into the assumptions, beliefs, and values with which their charges begin their programs. This insight, in turn, can facilitate the development of a more powerful PETE designed to combat and deconstruct any faulty assumptions, beliefs, and values with which recruits enter their programs. It can also enable PETE faculty to support and develop those recruits who begin their programs with assumptions, beliefs, and values that are congruent with what is accepted as high quality practice.
