Wilson Wesley J, Richards K Andrew R
University of Louisiana at Lafayette.
University of Illinois at Urbana-Champaign.
Adapt Phys Activ Q. 2019 Oct 1;36(4):472-491. doi: 10.1123/apaq.2018-0198. Epub 2019 Sep 5.
Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners' needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.
近40年来，职业社会化理论一直被用于理解体育教师的招聘、教育和社会化过程。然而，直到最近它才被应用于对适应性体育教师的研究。本描述性案例研究的目的是了解研究生层次的适应性体育教师教育项目中职前教师的社会化情况。研究对象包括17名经过有目的挑选的职前教师（5名男性和12名女性），他们参加了为期一年的研究生层次适应性体育教师教育项目。通过访谈、反思日志以及教学和课程观察期间所做的实地笔记收集定性数据。数据分析得出了三个主题：克服情境挑战以满足学习者需求、基于实地的教师教育的重要性以及应对边缘化挑战。讨论与适应性体育领域的职业社会化理论相联系并有所推进，表明专业社会化对职前适应性体育教师的影响可能比对体育教师同行的影响更为深远。
