Toward a Model of Teacher Socialization in Physical Education: The Subjective Warrant, Recruitment, and Teacher Education

Lawson, Hal A.
April 1983
Journal of Teaching in Physical Education;Spring1983, Vol. 2 Issue 3, p3
Academic Journal
The socialization of physical education teachers is finally attracting the attention of researchers after decades of neglect. Their exploratory investigations are yielding useful findings that now need to be synthesized. Attempts to synthesize findings are important because they lead first to models and later to theories. In the absence of models and theories future research falls prey to "abstracted empiricism" (Mills, 1959) which is to say, metaphorically, that investigators will not see the forest because of their attention to a single tree. Since research on socialization is used to guide practice, abstracted empiricism limits both research and practice in physical education. It is, therefore, timely and important to attempt a first synthesis of the available research findings.The intent is to synthesize with an eye toward a model of teacher socialization in physical education. That is, the effort may lay the groundwork for a model, but in the face of needs for additional research it is destined to fall short of an elaborate model for the entire process of teacher socialization. Such a refined model will not result until such time as the number of findings equals the number of unanswered questions. A synthesis such as this one may help to make this happen. It shall become apparent that teacher socialization in physical education covers a lot of conceptual territory; so much, in fact, that it is necessary to divide in an attempt to conquer. In this, the first of two parts, the relationship between the subjective warrant, recruitment, and teacher education is examined. A second work follows which explores the relationship between teacher education and entry into the schools, socialization in the schools, and longevity in teaching. Also included in this second work are the implications which can be derived from an examination of the entire framework for teacher socialization. It is appropriate to begin with primary assumptions about the socialization of physical education teachers, together with the definition of some of the constructs.


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