Search results for: Socialization
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Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge (TPACK) provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. The authors specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.
Updated: Dec. 02, 2020
In this article, the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. The article describes the following roles that include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent.
Updated: Dec. 22, 2014
This article focuses on new teachers’ satisfaction with their first year of teaching from the perspective of socialization. The study examined the relationship between satisfaction with socialization and teacher background, school environment, placement, and induction variables. The participants were 243 Israeli beginning teachers who answered a questionnaire. Support from mentors and school colleagues had the greatest impact on new teachers’ assimilation.
Updated: Apr. 14, 2011