Karen Lux Gaudreault, Denis Schulz, Victoria N. Shiver, Theresa Allgaier
{"title":"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","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":"43 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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\":\"43 1\",\"pages\":\"\"},\"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}","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}
The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators
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.
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.