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Teacher Socialization in Physical Education:

A Scoping Review of Literature

K. Andrew R. Richards, Colin G. Pennington, and Oleg A. Sinelnikov

Occupational socialization theory (OST) has framed research on physical education (PE) teacher recruitment, professionalpreparation, and ongoing socialization in schools for nearly 40 yr. Using scoping-review methods, the authors sought tounderstand the current scope of published research on PE-teacher socialization using OST by descriptively and thematicallyreviewing 111 identified studies published in English-language journals between 1979 and 2015. Results indicate a predomi- nance ofqualitative, cross-sectional research related to PE-teacher socialization, most of which was conducted by a relativelysmall group of scholars. Themes derived from the analysis of study findings communicate the complexity of teacher socializationexperiences and are used to develop recommendations for future research and practice that work toward helping improveteachers’ lived experiences while creating better contexts in which students can learn. The paper concludes with a discussion ofextending OST research to understand the recruitment, professional education, and socialization of kinesiology faculty membersand professionals across subdisciplines.

Keywords: identity, instructional practices, sociology, teacher education, teacher development, occupational socialization theory

Socialization is a broad process through which individualslearn the skills, knowledge, values, and norms of social groups orinstitutions of which they are seeking to be members (Billingham,2007). Occupational socialization refers to a specific branch ofsocialization theory and research that relates to ways in whichindividuals develop skills, behaviors, competencies, and beliefsrecognized as important to a particular context of employment(Bauer & Erdogan, 2011). It is through socialization that individualsmake sense of the social and political processes that frame theirorganizational experiences (Madlock & Chory, 2014). Occupa- tionalsocialization had guided the study of how individuals assimi- late intoa variety of professions including teaching (Pogodzinski,2012), athletic training (Thrasher, Walker, Hankemeier, & Pitney,2015), and nursing (Price, Doucet, & McGills Hall, 2014). Inkinesiology, however, the only subdisciplinary field that has dedi-cated attention to the recruitment, education, and ongoing sociali-zation of new members is that of physical education (PE; Richards,Templin, & Graber, 2014).

Grounded in occupational socialization theory (OST), thestudy of teacher socialization in PE continues to be a robustarea of scholarship, with expansion and diversification occurringon an international level over the past 40 years (Richards &Gaudreault, 2017). Lawson (1986) explained that OST “includesall the kinds of socialization that initially influence persons to enterthe field of physical education and that later are responsible for theirperceptions and actions as teacher educators and teachers” (p. 107).Researchers using OST adopt a dialectical framework for consid-ering socialization by acknowledging teachers’ sense of agencyand ability to resist the individuals and institutions seeking tosocialize them (Schempp & Graber, 1992). This is in contrast to

structural-functionalist views of socialization (e.g., Merton,Reader, & Kendall, 1957) in which it was assumed that individualswould be passively socialized into group membership to fit theneeds of existing social institutions. It has further been acknowl-edged that socialization is a nonlinear process because individualsdo not experience all forms of socialization at the same time or inthe same way (Lawson, 1986). Nevertheless, a three-phase modelincluding acculturation, professional socialization, and organiza- tionalsocialization has typically been adopted to temporallyclassify the types of socialization PE teachers experience acrosstheir lives and careers (Richards et al., 2014).Acculturation represents socialization that occurs during for- mativeeducation and before an individual’s formal decision toenter the PE profession (Lawson, 1983b). During this time,prospective recruits engage in an apprenticeship of observation(Lortie, 1975) whereby they develop initial understandings of whatit means to be a PE teacher through interactions with teachers,coaches, family members, and other socializing agents (Curtner-Smith, 2017). Professional socialization begins when individualsenroll in a PE teacher education (PETE) program (Lawson, 1983b).Through PETE, recruits learn the knowledge, skills, and disposi- tionsdeemed important for teaching PE by teacher educationfaculty members in a particular program (Richards et al., 2014).Individuals begin organizational socialization when they transitioninto the teaching workforce. School cultures are contextuallybound and socially negotiated among the teachers in a particularschool (Richards, 2015). The experience of PE teachers is furthercomplicated by marginalization and isolation from colleagues(Kougioumtzis, Patriksson, & Stråhlman, 2011).

While previous articles have provided conceptual reviews ofresearch on PE-teacher socialization (e.g., Richards et al., 2014), noattempts have been made to comprehensively identify, categorize,and review studies through systematic or scoping-review method-ologies. Scoping reviews are “concerned with contextualizingknowledge in terms of identifying the current state of understand-ing; identifying the sorts of things we know and do not know; andthen setting this within policy and practice contexts” (Anderson,

Richards is with the Dept. of Kinesiology an Community Health,University of Illinoisat Urbana-Champaign, Urbana, IL. Pennington is with the Dept. ofKinesiology,Cornell College, Mount Vernon, IA. Sinelnikov is with the Dept. ofKinesiology,University of Alabama, Tuscaloosa, AL. Richards(karichar@illinois.edu) is corre- sponding author.

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Kinesiology Review, 2019, 8, 86-99https://doi.org/10.1123/kr.2018-0003© 2019 Human Kinetics, Inc. SCHOLARLY ARTICLE

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Allen, Peckham, & Goodwin, 2008, p. 10). McEvoy, MacPhail,and Heikinaro-Johansson (2015) further explain that scoping re- views

O’Brien’s (2010) recommendations, the first two authors metweekly during the literature-gathering process to discuss key search

Review of PE-Teacher Socialization 87

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