A self study of a physical education teacher navigating their role in a professional learning community
Abstract
Years of research has documented the socialization of inservice physical education
teachers, while the socialization of physical education faculty members has only recently
become a research focus. Self-study of teacher education practices is becoming
increasingly popular when exploring the lived experiences of physical education faculty.
In this study, we used self-study of teacher education practices to understand the
experiences of Molly, a current physical education teacher. Molly’s experiences differ
from those of many other teacher educators as she was the only physical education
teacher in her school. She had been using the self-study method to help her navigate her
role in a professional learning community as the only specialist teacher. Data were
collected through journaling, documents, and surveys. Qualitative data analyses resulted
in the construction of three emerging themes: (1) unreciprocated expectations, (2)
innovative socialization, and (3) schoolwide contribution. Molly’s journey was marked
by both successes and challenges, but at the end of the five months she felt that she had
grown as an educator. Further, Molly’s teaching experience and willingness to adapt and
contribute where she could helped enhance her growth as a teacher. Results are discussed
with reference to Kevin’s socialization and directions for research are provided.
Subject
Kinesiology
Physical education and training
Teaching