Influence of Physical Education Teachers' and Sport Pedagogy Faculty Members' Occupational Socialization

The purpose of the first study was to determine the impact of occupational socialization on eight South Korean teachers' interpretation and delivery of the Hanaro Teaching (HT) model. Data were collected through five qualitative techniques. The teachers interpreted and delivered the HT model in four different ways. These were the full and full+ versions of the model, watered down, and taking a cafeteria approach. The organizational socialization phase was key in shaping how the teachers delivered the model. The study indicates that specific training in undergraduate physical education teacher education (PETE) could lead to more teachers employing the full and full+ versions of the model. The purpose of the second study was to describe the influence of secondary organizational socialization on six mid-career faculty members' (FMs) provision of PETE. Data were gathered with four qualitative techniques and were reduced to themes through analytic induction and constant comparison. FMs provided two forms of PETE that were hybrids of the critical-inquiry, traditional/craft, personalistic, and behavioristic orientations to teacher education. Cultures and conditions were mainly negative and unfavorable, which undermined FMs to provide PETE as they intended. FMs dealt with adverse cultures and conditions by attempting to strategically redefine them or by strategically complying with them. The findings of the study may help change the culture and conditions in which sport pedagogy FMs for the better. The purpose of the third study was to describe the impact of secondary organizational socialization on six late-career FMs' delivery of PETE. Data were collected through four qualitative techniques and were reduced to themes by employing analytic induction and constant comparison. FMs delivered three distinct forms of PETE that were hybrids of the behavioristic, traditional/craft, personalistic, and critical-inquiry orientations to teacher education. While their university cultures were largely positive, the conditions in which FMs worked were mainly unfavorable and impeded their delivery of PETE. FMs employed a number of tactics in an attempt to strategically redefine their workplaces for the better. These findings may be a catalyst for change in terms of inspiring other FMs to fight back when they face adverse conditions.