Who wants to be a teacher?

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Tuesday, 11 September 12

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In his 2011 letter to the Teacher Development Agency the Secretary of State for Education stated his expectation that there would be a greater emphasis on school-led teacher training (DfE, 2011).

This policy statement has significant ramifications for the development and enhancement of school physical education praxis and pedagogy.

This presentation argues that this policy shift has taken little or no account of pre-service teachers (PSTs) existing beliefs about what teaching ‘is’ and ‘does’ nor of their motivations (what Lortie (1975) called their “subjective warrant”) are for becoming teachers.Tuesday, 11 September 12

occupationalsocialisation

Teacher Education

Students experienced

Teacher Education

Positive Role Models

Teacher Education

Positive Role Models Near Equality of status

Teacher Education

conclusions

Many occupations are licensed by governments after candidates pass certain exams and demonstrate certain competences.

however...

This is the end point of a long process in which an individual will qualify or disqualify themselves from potential careers.

L$r%'" 1975

for example, children might check out their dexterity to see if they have surgeon’s hands, or argue with their peers to see if they would become good lawyers.

M(0.. 1973 Tuesday, 11 September 12

Therefore, those whose goal it is to become a teacher will have constantly tested and retested themselves against what they believe they need to be to be a teacher, and have identified that they match those criteria

consequently...

what people THINK they need to become a teacher becomes their

Subjective Warrant

consists of each person’s perceptions of the requirements for teacher education and for actual teaching in schools

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The subjective warrant is key in teacher education as it serves as a filter for teacher learning and is therefore a major determinant of future practice.

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The relationship between subjective warrant, recruitment and teacher education.

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Relationship between teacher education, school entry, socialization in schools, and longevity in schools

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Teacher Education

Personal FactorsSituational FactorsSocietal Factors

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Significant others, gender, race, ethnicity, self concept and aspirations

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Socio economic status, academic achievement, primary involvements, and achievements in physical education and interscholastic and agency sponsored sport.

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Secondary involvements and achievements in physical education and interscholastic and agency sponsored sport.Other related work experience.

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Cultural stereotypes for physical education and sport impact on the professional recruitment processes through perceptions of:1) Status and economic rewards of the physical education profession2) Working conditions (job security, hours of working, vacations) of the profession.3) Requirements for entering the profession.

D"w(r (&/ L(w.$&, 1984,#23

This study used Occupational Socialisation as its theoretical framework to examine the subject warrant of ‘apprentice’ teachers of Physical Education

Lawson (1983) identified three phases of occupational socialisation.

the anticipatory/acculturation phase is the period from birth to entry into teacher education in which the subjective warrant is formed.

The acculturation/ anticipatory phase has a powerful impact on recruits moving into the field well before beginning their PETE programme.

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It is responsible for the development of the pre-service teachers beliefs about teaching physical education

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is the process whereby the recruit comes to learn about and internalise the culture of the profession he or she has elected to enter.

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The organisational phase is significantly influenced by wash out

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The influence of the organisation can be reality shock for the newly qualified teacher which can, in turn, lead to the adoption of a pedagogy of necessity

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which often replicate the practices of their teachers and their teachers-teachers and so on...

While Lawson (1983) identified three phases of occupational socialisation we are predominantly interested in the first stage of anticipation/acculturation

To this end we opted to interview our 1st year students on their very first afternoon in the university in an effort to ascertain their existing knowledge and beliefs about physical education before they were influenced by us.

After ethical approval had been obtained from the university, and after students had agreed and accented to be involved in the study, they were interviewed one-to-one by a researcher from the department

These were semi-structured interviews which lasted between 15 to 25 minutes. In total 102 students across two cohorts were interviewed,which constituted of 100% of our students

A thematic analysis was undertaken using NVivo9 and this paper is the first articulation of the findings.

Teacher Education

Positive Role Models

Comparable to Curtner-Smith (2001) most students were supported in their early physical development by their parents either as ‘active’ role models and/or as ‘taxi’ drivers.

my mum’s a PE teacher...and I proper look up to my mum.”“

my parents have always said that they’d think I’ do something in P.E., so they’ve always pushed me in the direction what I wanted to be in...”

It was more my dad that really pushed me into as many sports as I could try out for, as many sports as he could teach me himself

“”

my mum’s my biggest influence from home I think and obviously because she’s got school experience, she’s taught for many years, she can impart her knowledge on me so she will

“”

In many ways the influence of parents was important in terms of those early experiences but it didn’t appear to be a defining influence as a number of students didn’t mention their parents in their interview.

For most students who had supportive and facilitatory parents, this early engagement in physical activity was enhanced through their school experiences.

For others, school physical education was where they first identified the supportive environment they needed to develop and shine.

The main influence on me has been my physical education teachers at secondary school that took me through year 10 and then my A’Levels. They have been my main influences. They’ve helped me throughout the way they told me I can do it, I can get it right.

“”

[names three teachers]...them three were like really big idols to look up to and just like inspired sort of thing and just like I wanted to be like them...”

Definitely my PE teachers at school. I’ve always looked to them, like role models. Always thought that it looked really exciting, like I want to do it too...

“”

and I just look up to them because they just inspire me, like the things they do for the school, the things they do for PE, the passion they’ve got for the sport. It’s just like I want to be like that.”

Without these reported enhancements and the ‘extra mile’ that these teachers were prepared travel then these students may not have moved beyond the specialisms of their parents or primary schools.

One is left to wonder what might happen when this, predominantly secondary school experience, becomes the only enhancement they get. With the promise of solely one year PETE programmes do we need to reconceptualise our other undergraduate provision?

It is also worth considering the impact that any practitioner can have on a fledgling teacher.

such powerful role models do not necessarily equate to good quality learning for these apprentice teachers and could just as easily lead to the reinforcement of poor and/or ineffective practices (Pedder et al, 2010).

Teacher Education

Many students reported that they got on well with their PE teachers.

Leading us to query if they had been implicitly recruited into “the inner sanctum of the physically able” in the school (Brown 1997).

Indeed, so close was the reported friendship between with some students and their teachers, that it appears that as aspiring PE teachers they began to occupy a position of near equality with their own teachers. Br$w& (&/ Ev(&. (2004).

definitely my A’level teachers. I used to work down the department as a sports technician, so I used to see them quite often and just happy, bubbly, exciting, you could always approach them for anything”

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I’ve always just wanted to be just like them. So like from from year 7 I went to after school basketball club and I was the only one to turn up and ever since then I’ve just lived down there [the PE department] basically”

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...and she’s even said now [on the first day of PETE], like if I need any of her help then I can still email her and she’ll still help me or I could just go into school and see her...

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I live in quite a strong sporting environment anyway, like at home and at school so I think just influences from that and being part of, an important part of the PE department at school as well..

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[I] took quite a lead role when I got to my older years so I think that’s imparted on me wanting to pursue that kind of career.

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In turn this privileged position within the department seemed to reinforce some traditional expectations around what it meant to be a physical education teacher (Curtner-Smith, 2001) and also what PE should do and be.

I feel I’d be a teacher where students can come and talk to you and can on like that friendly basis, if that makes sense. And a passionate teacher, if you’re not a passionate teacher then your students aren’t going to be passionate either - and a role model to the students as a teacher.

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I think PE helps to link it all together and also it expels all your energy so kids go outside, let it all out and come back in and they can move on to their next lesson, nice and fresh again

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getting kids interested in sport, making them active so they’re not just all sitting around playing computer games all the time, so they’re actually out, it builds friendships and stuff, makes you have friends and develops your communication skills so people friendly I guess.

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Listening to these students it is easy to see physical education replicating itself from generation to generation. With little or no need to evolve.

And how the urban myths and fairytales of sport and physical education perpetuate themselves from generation to generation

Given these strong student biographies of PE what are our chances as a PETE faculty of positively influencing the subjective warrants of our students and influencing their expectation about PE?

Of more importance however, how are these traditionally views of physical education going to evolve if teacher education is reduced to a year and situated predominantly in schools?

Teacher Education

conclusions

Given these findings and given what research states about the difficulties that four-year university-based programmes have in influencing PST anticipatory beliefs (Lawson 1983) its seems quite likely that work-place training is only going to reinforce current pedagogical practices and support 'inter-generational reproduction' (Brown & Evans) in PE.

If that is the case then what impact might this policy have on the future of physical education in the UK? A question made more poignant given the call for radical reform (Locke, 1992) and warnings of possible extinction (Kirk, 2010).

So what choices do we have?

More of the same

K'r2 2010

More of the same Extinction

K'r2 2010

More of the same

Extinction

so we’re left with one doorTuesday, 11 September 12

Radical ReformTuesday, 11 September 12

Where does radical reform take us?

How do we change the near universal subjective warrant?

Recruit differently

Change our focus from secondary to primary

Look to our undergraduate programmes as platforms for

change?

We need to decide soon...

ReferencesBorko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (673–708). New York: Macmillan.Brown, D. (1999) Complicity and reproduction in teaching physical education, Sport Education and Society, 4, 143–159.Brown, D. & Evans (2004). Reproducing Gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education. Journal of Teaching in Physical Education. 23, 48-70.Curtner-Smith, M.D. (2001). The Occupational Socialization of a First-Year Physical Education Teacher with a Teaching Orientation. Sport Education and Society. 6 (1): 81-105Dewar A. & Lawson, H.A. (1984) The subjective warrant and recruitment into physical education, Quest, 36: 15–25.Doolittle, S.A., Dodds, P. & Placek, J.H. (1993) Persistence of beliefs about teaching during formal training of preservice teachers, Journal of Teaching in Physical Education, 12: 355–365.Hutchinson, G.E. (1993) Prospective teachers’ perspectives on teaching physical education: an interview study on the recruitment phase of teacher socialization. Journal of Teaching in Physical Education, 12: 344–354.

ReferencesKirk, D. (2010). Physical Education Futures. Routledge: London. Lawson, H.A. (1983) Toward a model of teacher socialization in physical education: thesubjective warrant, recruitment, and teacher education (part 1), Journal of Teaching in PhysicalEducation, 2, pp. 3–16.Locke, L.F. (1992) Changing secondary school physical education, Quest, 44, pp. 361–372.LOCKE, L.F. (1992) Changing secondary school physical education, Quest, 44, pp. 361–372.

Lortie, D.C. (1975) Schoolteacher: a sociological study. Chicago: The Chicago University Press.Mauss, M. (1973). Techniques of the body. Economy and Society, 2(1): 70-88.Pedder, D., Opfer, V. D., Mccormick, R. & Storey, A. (2010) 'Schools and Continuing Professional Development in England - State of the Nation' research study: policy context, aims and design, Curriculum Journal, 21, 365-394.Tinning, R.I. (1988). Student Teaching and the Pedagogy of Necessity. Journal of Teaching in Physical Education. 7 (2): 82Western, J.S. & Anderson, D.S. (1968). Education and Professional Socialization. Journal of Sociology, 4: 91-106Zeichner, K.M. & Tabachnik, B.R. (1981) Are the effects of university teacher education ‘washed out’ by school experience? Journal of Teacher Education, 32, pp. 7–11.

Slide Image

1 & 85 School by Jibby! on Flickr

2 Personal photograph

14 ABRSM by Arngaladh on Flickr

17Discussing where the treasure might be located by Jonne Naarala on Flickr

18 [TEST] Canon SX40 HS by Maurizio Natali on Flickr

23 Close-up Filter by JD Hancock on Flickr

35 Apprentices ... Jan 1978 (a guess) by srv007 on Flickr

37 icicle by dgreichert on Flickr

46 journalist by ivancicas on stockchng

Image Credits

Slide Image

52 Personal Image

63 mojave desert highway by rappensuncle on iStockPhoto

65 Jays on nest from iStockPhoto

66 Woman Superhero from iStockPhoto

82 Crocodile from Flickr

83 magic wand by digital zoetrope on flickr

89-93 Elevator from iStockPhoto

94 & 103 Fossil on iStockPhoto

95 to the unknown by R-J-Seymour on iStockPhoto

Image Credits

Who wants to be a teacher?

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