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Occupational socialization in pre-service physical education teachers.

ABSTRACT: The purpose of this study was to examine differences in occupational socialization (OS) among pre-service physical education teachers' (PPETs) in four year groups. 238 PPETs from a Chinese university. An online survey and the semi-structured interviews were used to collect data. The younger PPETs felt more prepared and believed in the benefit of professional development more than the older PPETs. The PPETs' acculturation had a critical influence on their OS. The lack of early field experience may explain why the seniors felt less confident than their younger counterparts. This study would contribute a new angle to discuss the OS and physical education teacher education program quality, especially the design of the teaching practice opportunities, together.

SUBMITTER: Zhang D

PROVIDER: S-EPMC9302786 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Occupational socialization in pre-service physical education teachers.

Zhang Dong D

PloS one 20220721 7

The purpose of this study was to examine differences in occupational socialization (OS) among pre-service physical education teachers' (PPETs) in four year groups. 238 PPETs from a Chinese university. An online survey and the semi-structured interviews were used to collect data. The younger PPETs felt more prepared and believed in the benefit of professional development more than the older PPETs. The PPETs' acculturation had a critical influence on their OS. The lack of early field experience ma ...[more]

PMID: 35862415

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Project description:The study aims to develop the Adversity Quotient (AQ) index of pre-service teachers during practicum training. The study also has assessed psychometric characteristics using the Rasch model. The original contribution is by addressing gaps of measuring AQ accurately among pre-service teachers through index at the Institute of Teacher Education (IPG) that not been widely explored. The research design entails a survey with a quantitative approach through questionnaires. The four main constructs of AQ comprises Control, Ownership, Reach, and Endurance (CORE model). This study involves several key procedures such as challenge identification, expert validity, item development, and psychometric testing of items before developing the index. A total of 96 items were produced and piloted over 159 pre-service teachers. Findings from the pilot study showed 54 items that met all assumptions from the Rasch model such as item fit, unidimensionality, local independence, reliability, and separation index. The actual study was conducted on 542 pre-service teachers from five Malaysian Institutes of Teacher Education (IPG) in the Central Zone through stratified random sampling. The data were analyzed using SPSS version 26.0 and WINSTEPS version 3.71.0.1. The findings showed the 46.86% of practicum pre-service teachers have a moderately high AQ index with 74.80. The Control and Ownership recorded a high level AQ index with 77.30 and 77.10, respectively, while Reach and Endurance were at a moderate level AQ index with 73.20 and 71.50. The AQ index of male pre-service teachers is higher (76.29) than the female (74.09). It can be seen that eighth semester pre-service teachers is higher (75.28) than the sixth semester (74.38). The Science (SN) field recorded as a highest index (80.45), while the Visual Arts Education (PSV) field has a lowest index score (70.29). Further studies can be done by reviewing the pre-service teacher development program by empowering the reach and endurance aspects to ensure that the future teachers are resilient to challenges.

Project description:IntroductionAttitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability.MethodsFollowing a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023-2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9).ResultsThe results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses.DiscussionThe results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas.

Dataset Information

Occupational socialization in pre-service physical education teachers.

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Occupational socialization in pre-service physical education teachers.

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