Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782269
Title: Occupational socialisation and the subjective warrant of physical education teachers
Author: Flemons, Michelle
ISNI:       0000 0004 7967 8753
Awarding Body: University of Bedfordshire
Current Institution: University of Bedfordshire
Date of Award: 2017
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Abstract:
Based on ideology rather than a philosophy, physical education (PE) is dominated by a traditional curriculum and custodial teaching orientations that are recycled inter-generationally. The subjective warrant has a direct relationship with the conception of beliefs related to perceptions of how PE should be delivered. Using occupational socialisation as a framework and Bourdieu's concept of habitus, field and practice as a thinking tool, the purpose of the study was to determine the subjective warrant's adequacy in 21st century PE, identify changes to the subjective warrant, and its impact on teaching behaviours over time. Using a mixed methods approach informed by the interpretive paradigm, life story semi-structured interviews were conducted and analysed using thematic analysis with 29 teachers at different career points. In-service teachers' lessons were analysed using the System for Observing Needs-Supportive Interactions in Physical Education (SONIPE). Independent samples t-test was used to compare teacher behaviours between Newly Qualified Teachers (NQTs) and Experienced Teachers (ETs). PE teachers being recruited within the profession, academicisation of PE and perceived high competition for entry give the subjective warrant stringency. Attitudes and beliefs towards pedagogy do not define one's role. Changing situational factors influence the perceptions of affirmation and accountability in teaching. Significant differences in teacher behaviours for relatedness (t = 0.172, p = 0.084) and structure (t = 0.119, p = 0.102) occurred more in ET's group indicating more custodial practices. The subjective warrant still has currency and its stringency identifies why PE is slow to evolve due to the recycling of the group habitus within the field. Innovative pedagogical practices are not defined by role but by attitudes and perceptions towards teaching. Physical education recruitment needs to attract individuals who are not 'typical' recruits. Ways to keep innovative teachers in the field need to be considered.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.782269  DOI: Not available
Keywords: occupational socialisation ; physical education ; career ; teachers ; X370 Academic studies in Education (across phases)
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