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ABSTRACT
This study examined the occupational socialisation of physical education teacher candidates specific to their experiences with students with disabilities (SWD) prior to and during their Physical Education Teacher Education (PETE) programme, and how these experiences influenced their early teaching practices. Participants were teacher candidates (N = 12) from a PETE programme in the northeastern United States. This study was situated in descriptive-qualitative methodology using a multisite interview approach. Data were collected via personal data sheets, field notes, artefacts, and semi-structured interviews. Four themes emerged from the thematic line-by-line analysis: (1) professional attractors and facilitators; (2) unpreparedness, self-doubt, and frustration; (3) conflicting expectations; and (4) fears of challenging status quo. The teacher candidates experienced challenges unique to teaching SWD in the PK-12 setting during their occupational socialisation. Participants shared the experiences they most valued in their process of learning to teach SWD, including authentic teaching experiences.
Disclosure statement
No potential conflict of interest was reported by the authors.