“I Could Have Been More Indirect”: The Influence of Occupational Socialization on Preservice and Cooperating Teachers Use of Teaching Styles in Elementary Schools
The aim of this study was to investigate what occupational socialization factors influenced preservice teachers (PTs) and cooperating teachers’ (CTs) use of teaching styles within an elementary school setting. Participants were seven PTs teachers who were enrolled in an elementary physical education methods course, and seven CTs in the Southern United States. Data were collected through lesson plans, field experience journal entries, field teaching observations, and stimulated-recall interviews. Participants primarily employed the command and practice style to deliver physical education lessons. Organizational socialization factors that influenced the use of command and practice styles included class size, student behavior, and academic semester. Acculturation factors that influenced PTs and CTs to teach in a direct manner included teachers, coaches, and parents. In line with prior research, professional socialization continues to be the weakest stage of occupational socialization. It is suggested that physical education teacher education (PETE) faculty focus on school class sizes and student behavior and not just PT and CT compatibility when organizing student teaching and early field experiences. The academic semester timing of methods courses should also be considered if the use of indirect teaching styles in K-5th grade setting is an objective for PETE programs.
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