The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators

IF 1.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Karen Lux Gaudreault, Denis Schulz, Victoria N. Shiver, Theresa Allgaier
{"title":"The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators","authors":"Karen Lux Gaudreault, Denis Schulz, Victoria N. Shiver, Theresa Allgaier","doi":"10.1123/jtpe.2022-0246","DOIUrl":null,"url":null,"abstract":"<p><em><strong>Purpose</strong>:</em> Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. <em><strong>Methods</strong>:</em> Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. <em><strong>Findings</strong>:</em> Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. <em><strong>Conclusions</strong>:</em> Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in Physical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1123/jtpe.2022-0246","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.

指导处于危险中的青少年对职前体育教育工作者社会化的影响
目的:本研究以职业社会化理论为基础,旨在调查在社区参与的课后项目中,指导服务不足的青少年对职前教师社会化的影响。研究方法数据包括半结构式访谈、关键事件叙述和现场笔记。所有访谈都进行了录音和转录。采用基础理论和不断比较的方法对数据进行归纳分析。研究结果形成了四个主题。首先,每位参与者参加教师培训的目的都是为学生提供积极的体验。其次,实践经验帮助职前教师更自如地扮演教育者的角色。第三,职前教师与课后项目中的学生建立了个人关系。第四,职前教师将示范健康的社会情感行为的义务内化于心。结论:研究结果表明,在社区参与式学习项目中开展指导工作大有裨益。与不同学生群体的互动会对教师的社会化以及对学生和教学的情感产生积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Teaching in Physical Education
Journal of Teaching in Physical Education 社会科学-运动科学
CiteScore
4.20
自引率
21.40%
发文量
69
审稿时长
>12 weeks
期刊介绍: The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信