Socialisation and learning to teach using the teaching personal and social responsibility approach

ABSTRACT

Occupational socialisation theory (OST) is a dialectical approach to understanding teachers’ recruitment, training, and lived experiences in school settings. Research using this model has shown that socialisation influences how physical educators interpret or ‘read’ pedagogical models. However, this research has not been extended to the teaching personal and social responsibility (TPSR) model, which differs from other models in its concurrent focus on responsibility and physical activity outcomes. This study, therefore, sought to understand how physical educators learned to use the model in light of current and prior socialisation. Participants included eight physical education teachers (five females, three males) from two schools in New Zealand. Data collection included four individual interviews with each teacher and systematic and ethnographic observations of teaching. Results indicated that prior socialisation and influences within the current school influenced fidelity to the TPSR model. Social support and alignment of the model with other school initiatives supported implementation, whereas a lack of clarity and competing priorities reduced fidelity. Results are discussed in relation to OST, and future directions for research are proposed.

KEYWORDS:

• Teaching personal and social responsibility
• school context
• model fidelity
• occupational socialisation theory

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

K. Andrew R. Richards is an assistant professor in the Department of Kinesiology at the University of Alabama. His research focuses on teacher socialisation, with an emphasis on teacher stress and burnout, preservice PETE, marginalisation, and graduate student and faculty socialisation.

Barrie Gordon is a senior lecturer in the School of Education at Victoria University of Wellington. His research focuses broadly on teaching and learning in PE, with a specific focus on positive youth development through sport and physical activity contexts. He has worked extensively with the TPSR curricular model.