ABSTRACT
Dan Lortie (1975) popularized the idea of teacher socialization. It gained an initial foothold in physical education (PE) in the 1980s (e.g., Dewar & Lawson, 1984; Lawson, 1983a, 1983b, 1988; Mitchell & Lawson, 1986). During this formative period, PE’s theory and empirical investigations were like pioneering expeditions into uncharted territory. Each had limitations, but together they were beneficial because they progressively yielded more comprehensive frameworks. Increasingly connections developed among once-separate priorities such as teacher recruitment, PE teacher education (PETE), the design and conduct of school programs, the effects of organizational socialization on beginning teachers, the orientations and actions of teacher educators, and the interplay between teachers’ lives and careers.
