Preservice Physical Education Teachers’ Resistance to Change: The Importance of Occupational Socialization Experiences
Abstract
:1. Introduction
- (a)
- Are there differences in the measure of resistance to change between preservice PE teachers who are engaged in different types of sport, after controlling for their self-esteem?
- (b)
- Are there differences in the measure of resistance to change between preservice PE teachers with different occupational orientation, after controlling for their self-esteem?
2. Materials and Methods
3. Results
4. Discussion
5. Conclusions
6. Practical Implications
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Quennerstedt, M. Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport Educ. Soc. 2019, 24, 611–623. [Google Scholar] [CrossRef]
- Armour, K.; Quennerstedt, M.; Chambers, F.; Makopoulou, K. What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport Educ. Soc. 2017, 22, 799–811. [Google Scholar] [CrossRef]
- Martins, M.; Costa, J.; Onofre, M. Practicum experiences as sources of pre-service teachers’ self-efficacy. Eur. J. Teach. Educ. 2015, 38, 263–279. [Google Scholar] [CrossRef]
- Jess, M.C.; McMillan, P.; Carse, N.R.; Munro, K. The personal visions of physical education student teachers: Putting the education at the heart of physical education. Curric. J. 2021, 32, 28–47. [Google Scholar] [CrossRef]
- Lawson, T.; Çakmak, M.; Gündüz, M.; Busher, H. Research on teaching practicum—A systematic review. Eur. J. Teach. Educ. 2015, 38, 392–407. [Google Scholar] [CrossRef]
- Richards, K.A.R.; Templin, T.J.; Gaudreault, K.L. Understanding the realities of school life: Recommendations for the preparation of physical education teachers. Quest 2013, 65, 442–457. [Google Scholar] [CrossRef]
- Dodds, P.; Placek, J.H.; Doolittle, S.; Pinkham, K.M.; Ratliffe, T.A.; Portman, P.A. Teacher/coach recruits: Background profiles, occupational decision factors, and comparisons with recruits into other physical education occupations. J. Teach. Phys. Educ. 1991, 11, 161–176. [Google Scholar] [CrossRef]
- Stran, M.; Curtner-Smith, M. Influence of occupational socialization on two preservice teachers’ interpretation and delivery of the sport education model. J. Teach. Phys. Educ. 2009, 28, 38–53. [Google Scholar] [CrossRef]
- Richards, K.A.R.; Pennington, C.G.; Sinelnikov, O.A. Teacher Socialization in Physical Education: A Scoping Review of Literature. Kinesiol. Rev. 2019, 8, 86–99. [Google Scholar] [CrossRef]
- Partington, M.; Cushion, C.; Harvey, S. An investigation of the effect of athletes’ age on the coaching behaviours of professional top-level youth soccer coaches. J. Sports Sci. 2014, 32, 403–414. [Google Scholar] [CrossRef]
- Casey, A.; Kirk, D. Models-Based Practice in Physical Education; Routledge: London, UK, 2020. [Google Scholar]
- Chow, J.Y.; Davids, K.; Button, C.; Renshaw, I. Nonlinear Pedagogy in Skill Acquisition: An Introduction; Routledge: London, UK, 2021. [Google Scholar]
- Moy, B.; Renshaw, I.; Davids, K. The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Phys. Educ. Sport Pedagog. 2015, 21, 517–538. [Google Scholar] [CrossRef]
- Bruner, J.S. The art of discovery. Harv. Educ. Rev. 1961, 31, 21–32. [Google Scholar]
- Kirk, D. Physical Education Futures; Routledge: London, UK, 2009. [Google Scholar]
- Light, R.L.; Harvey, S. Positive pedagogy for sport coaching. Sport Educ. Soc. 2017, 22, 271–287. [Google Scholar] [CrossRef]
- Hascher, T.; Hagenauer, G. Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum. Int. J. Educ. Res. 2016, 77, 15–25. [Google Scholar] [CrossRef]
- Backman, E.; Pearson, P.; Forrest, G.J. The value of movement content knowledge in the training of Australian PE teachers: Perceptions of teacher educators. Curric. Stud. Health Phys. Educ. 2019, 10, 187–203. [Google Scholar] [CrossRef]
- Ferry, M.; Westerlund, R. Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system. Eur. Phys. Educ. Rev. 2022, 29, 74–90. [Google Scholar] [CrossRef]
- Ensign, J.; Woods, A.M.; Kulinna, P.H. Teacher development in first-year physical educators: A comparison of effectiveness among different physical education teacher education backgrounds. J. Teach. Phys. Educ. 2017, 36, 455–466. [Google Scholar] [CrossRef]
- Veenman, S. Perceived problems of beginning teachers. Rev. Educ. Res. 1984, 54, 143–178. [Google Scholar] [CrossRef]
- Huberman, M. The professional life cycle of teachers. Teach. Coll. Rec. 1989, 91, 31–57. [Google Scholar] [CrossRef]
- Friedman, I.A. Burnout in teachers: Shattered dreams of impeccable professional performance. J. Clin. Psychol. 2000, 56, 595–606. [Google Scholar] [CrossRef]
- Corcoran, E. Transition Shock: The Beginning Teacher’s Paradox Ellen Corcoran. J. Teach. Educ. 1981, 32, 19–23. [Google Scholar] [CrossRef]
- Casey, A.; Dyson, B.; Campbell, A. Action research in physical education: Focusing beyond myself through cooperative learning. Educ. Action Res. 2009, 17, 407–423. [Google Scholar] [CrossRef]
- García-Cabrera, A.M.; Hernández, F.G. Differentiating the three components of resistance to change: The moderating effect of organization-based self-esteem on the employee involvement-resistance relation. Hum. Resour. Dev. Q. 2014, 25, 441–469. [Google Scholar] [CrossRef]
- Cochran-Smith, M. The problem of teacher education. J. Teach. Educ. 2018, 55, 295–299. [Google Scholar] [CrossRef]
- Botha, C.S.; Rens, J. Are they really ‘ready, willing and able’? Exploring reality shock in beginner teachers in South Africa. South Afr. J. Educ. 2018, 38, 1–8. [Google Scholar] [CrossRef]
- Mintz, J.; Hick, P.; Solomon, Y.; Matziari, A.; Ó’murchú, F.; Hall, K.; Cahill, K.; Curtin, C.; Anders, J.; Margariti, D. The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year? Teach. Teach. Educ. 2020, 91, 103042. [Google Scholar] [CrossRef]
- Jones, V. How do teachers learn to be effective classroom managers? In Handbook of Classroom Management; Routledge: London, UK, 2013; pp. 897–918. [Google Scholar]
- Lawson, H.A. Toward a Model of Teacher Socialization in Physical Education: Entry into Schools, Teachers’ Role Orientations, and Longevity in Teaching (Part 2). J. Teach. Phys. Educ. 1983, 3, 3–15. [Google Scholar] [CrossRef]
- Dicke, T.; Elling, J.; Schmeck, A.; Leutner, D. Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teach. Teach. Educ. 2015, 48, 1–12. [Google Scholar] [CrossRef]
- Evertson, C.M.; Weinstein, C.S. Classroom management as a field of inquiry. In Handbook of Classroom Management: Research, Practice, and Contemporary Issues; Routledge: London, UK, 2006; Volume 3, p. 16. [Google Scholar]
- Oreg, S. Resistance to change: Developing an individual differences measure. J. Appl. Psychol. 2003, 88, 680. [Google Scholar] [CrossRef]
- Lutovac, S.; Kaasila, R.; Komulainen, J.; Maikkola, M. University lecturers’ emotional responses to and coping with student feedback: A Finnish case study. Eur. J. Psychol. Educ. 2017, 32, 235–250. [Google Scholar] [CrossRef]
- Hargreaves, A. The emotional practice of teaching. Teach. Teach. Educ. 1998, 14, 835–854. [Google Scholar] [CrossRef]
- Richards, K.A.R.; Templin, T.J.; Graber, K. The socialization of teachers in physical education: Review and recommendations for future works. Kinesiol. Rev. 2014, 3, 113–134. [Google Scholar] [CrossRef]
- Curtner-Smith, M.D.; Hastie, P.A.; Kinchin, G.D. Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education. Sport Educ. Soc. 2008, 13, 97–117. [Google Scholar] [CrossRef]
- Ilies, R.; De Pater, I.E.; Judge, T. Differential affective reactions to negative and positive feedback, and the role of selfesteem. J. Manag. Psychol. 2007, 22, 590–609. [Google Scholar] [CrossRef]
- Mbuva, J. Exploring teachers’ self-esteem and its effects on teaching, students’ learning and self-esteem. J. High. Educ. Theory Pract. 2016, 16, 59. [Google Scholar]
- Hobfoll, S.E.; Stevens, N.R.; Zalta, A.K. Expanding the science of resilience: Conserving resources in the aid of adaptation. Psychol. Inq. 2015, 26, 174–180. [Google Scholar] [CrossRef] [PubMed]
- Neves, P.; Pires, D.; Costa, S. Empowering to reduce intentions to resist future change: Organization-based self-esteem as a boundary condition. Br. J. Manag. 2021, 32, 872–891. [Google Scholar] [CrossRef]
- Hui, C.; Lee, C. Moderating effects of organization-based self-esteem on organizational uncertainty: Employee response relationships. J. Manag. 2000, 26, 215–232. [Google Scholar] [CrossRef]
- Kim, H.; Cho, Y. Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock. Asia-Pac. J. Teach. Educ. 2014, 42, 67–81. [Google Scholar] [CrossRef]
- Dudley, D.; Goodyear, V.; Baxter, D. Quality and health-optimizing physical education: Using assessment at the health and education nexus. J. Teach. Phys. Educ. 2016, 35, 324–336. [Google Scholar] [CrossRef]
- Sbeih, A.; Shibly, F.H.A. Physical education and its role in improving the health of college students by active participation and optimization by deep learning. Aggress. Violent Behav. 2021, 101628. [Google Scholar]
- Solmon, M.A. Optimizing the role of physical education in promoting physical activity: A social-ecological approach. Res. Q. Exerc. Sport 2015, 86, 329–337. [Google Scholar] [CrossRef] [PubMed]
- Carraro, A.; Gobbi, E.; Moè, A. Brief report: Play fighting to curb self-reported aggression in young adolescents. J. Adolesc. 2014, 37, 1303–1307. [Google Scholar] [CrossRef] [PubMed]
- Moè, A.; Consiglio, P.; Katz, I. Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration. Teach. Teach. Educ. 2022, 118, 103823. [Google Scholar] [CrossRef]
- Rosenberg, M. Rosenberg self-esteem scale (RSE). Acceptance and commitment therapy. Meas. Package 1965, 61, 18. [Google Scholar]
- Kouri, G.; Stamatopoulou, M.; Tzavella, F.; Prezerakos, P. The Greek Resistance to Change Scale: A further validation. Int. J. Caring Sci. 2020, 13, 294–306. [Google Scholar]
- Blascovich, J.; Tomaka, J. Measures of self-esteem. In Measures of Personality and Social Psychological Attitudes; Robinson, J.P., Ed.; Academic Press: San Diego, CA, USA, 1991; pp. 115–160. [Google Scholar]
- Tabachnick, B.G.; Fidell, L.S. Using Multivariate Statistics, 7th ed.; Pearson: London, UK, 2019. [Google Scholar]
- Hanton, S.; Neil, R.; Mellalieu, S.D. Recent developments in competitive anxiety direction and competition stress research. Int. Rev. Sport Exerc. Psychol. 2008, 1, 45–57. [Google Scholar] [CrossRef]
- Nicholls, A.R.; Polman, R.C.; Levy, A.R.; Backhouse, S.H. Mental toughness, optimism, pessimism, and coping among athletes. Personal. Individ. Differ. 2008, 44, 1182–1192. [Google Scholar] [CrossRef]
- Woodman, T.; Hardy, L. The relative impact of cognitive anxiety and self-confidence upon sport performance: A meta-analysis. J. Sports Sci. 2003, 21, 443–457. [Google Scholar] [CrossRef]
- Nixdorf, I.; Frank, R.; Hautzinger, M.; Beckmann, J. Prevalence of depressive symptoms and correlating variables among German elite athletes. J. Clin. Sport Psychol. 2013, 7, 313–326. [Google Scholar] [CrossRef]
- Harvey, S.; Jarrett, K. Recent trends in research literature on game-based approaches to teaching and coaching games. In Contemporary Developments Ion Games Teaching; Light, R.L., Quay, J., Harvey, S., Mooney, A., Eds.; Routledge: London, UK, 2014; pp. 87–102. [Google Scholar]
- Pluhar, E.; McCracken, C.; Griffith, K.L.; Christino, M.A.; Sugimoto, D.; Meehan, W.P., III. Team sport athletes may be less likely to suffer anxiety or depression than individual sport athletes. J. Sports Sci. Med. 2019, 18, 490. [Google Scholar] [PubMed]
- Poulou, M.S.; Denham, S.A. Teachers’ emotional expressiveness and coping reactions to students’ emotions: Associations with students’ social-emotional competences and school adjustment. Early Educ. Dev. 2023, 34, 607–625. [Google Scholar] [CrossRef]
- Stenling, A.; Hassmén, P.; Holmström, S. Implicit beliefs of ability, approach-avoidance goals and cognitive anxiety among team sport athletes. Eur. J. Sport Sci. 2014, 14, 720–729. [Google Scholar] [CrossRef] [PubMed]
- Fraser-Thomas, J.L.; Côté, J.; Deakin, J. Youth sport programs: An avenue to foster positive youth development. Phys. Educ. Sport Pedagog. 2005, 10, 19–40. [Google Scholar] [CrossRef]
- Nicholls, A.R.; Morley, D.; Perry, J.L. Mentally tough athletes are more aware of unsupportive coaching behaviors: Perceptions of coach behavior, motivational climate, and mental toughness in sport. Int. J. Sports Sci. Coach. 2016, 11, 172–181. [Google Scholar] [CrossRef]
- Holt, N.L.; Hoar, S.D. The multidimensional construct of social support. In Literature Reviews in Sport Psychology; Nova Science Publishers: London, UK, 2006; pp. 199–225. [Google Scholar]
- Tamminen, K.A.; Holt, N.L. A meta-study of qualitative research examining stressor appraisals and coping among adolescents in sport. J. Sports Sci. 2010, 28, 1563–1580. [Google Scholar] [CrossRef] [PubMed]
- Bruner, M.W.; Boardley, I.D.; Côté, J. Social identity and prosocial and antisocial behavior in youth sport. Psychol. Sport Exerc. 2014, 15, 56–64. [Google Scholar] [CrossRef]
- Sarkar, M.; Fletcher, D. Psychological resilience in sport performers: A review of stressors and protective factors. J. Sports Sci. 2014, 32, 1419–1434. [Google Scholar] [CrossRef]
- Macquet, A.C. Recognition within the decision-making process: A case study of expert volleyball players. J. Appl. Sport Psychol. 2009, 21, 64–79. [Google Scholar] [CrossRef]
- Wolff, C.E.; Jarodzka, H.; Boshuizen, H.P.A. Classroom management scripts: A Theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educ. Psychol. Rev. 2021, 33, 131–148. [Google Scholar] [CrossRef]
- Silverman, S. Thinking long term: Physical education's role in movement and mobility. Quest 2005, 57, 138–147. [Google Scholar] [CrossRef]
- Curtner-Smith, M. Acculturation, recruitment, and the development of orientations. In Teacher Socialization in Physical Education: New Perspectives; Routledge: London, UK, 2017; pp. 33–46. [Google Scholar]
- Eccles, D.W.; Tenenbaum, G. Why an expert team is more than a Team of experts: A social-cognitive conceptualization of team coordination and communication in sport. J. Sport Exerc. Psychol. 2004, 26, 542–560. [Google Scholar] [CrossRef]
- Morgan, P.B.; Fletcher, D.; Sarkar, M. Defining and characterizing team resilience in elite sport. Psychol. Sport Exerc. 2013, 14, 549–559. [Google Scholar] [CrossRef]
- Johnston, D.; Morrison, B.W. The Application of Naturalistic decision-making techniques to explore cue use in rugby league playmakers. J. Cogn. Eng. Decis. Mak. 2016, 10, 391–410. [Google Scholar] [CrossRef]
- Memmert, D. Long-term effects of type of practice on the learning and transfer of a complex motor skill. Percept. Mot. Ski. 2006, 103, 912–916. [Google Scholar] [CrossRef] [PubMed]
- DeHaan, R.L. Teaching creativity and inventive problem solving in science. CBE—Life Sci. Educ. 2009, 8, 172–181. [Google Scholar] [CrossRef] [PubMed]
- Cushion, C.; Ford, P.R.; Williams, A.M. Coach behaviors and practice structures in youth soccer: Implications for talent development. J. Sports Sci. 2012, 30, 1631–1641. [Google Scholar] [CrossRef]
- Kin, T.M.; Kareem, O.A. Teacher Attitudes toward Change: A Comparison between High-and Mediocre-Performing Secondary Schools in Malaysia; International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)): Kitchener, ON, Canada, 2016; Volume 44, pp. 105–127. [Google Scholar]
- Zakreski, M.J. When emotional intensity and cognitive rigidity collide: What can counselors and teachers do? Gift. Child Today 2018, 41, 208–216. [Google Scholar] [CrossRef]
- Lidor, R.; Mayan, Z. Can beginning learners benefit from preperformance routines when serving in volleyball? Sport Psychol. 2005, 19, 343–363. [Google Scholar] [CrossRef]
- Sullivan, P.; Feltz, D.L. The preliminary development of the Scale for Effective Communication in Team Sports (SECTS). J. Appl. Soc. Psychol. 2003, 33, 1693–1715. [Google Scholar] [CrossRef]
- Doyle, W. Classroom organization and management. In Handbook of Research on Teaching, 3rd ed.; Wittrock, M.C., Ed.; MacMillan: New York, NY, USA, 1986; pp. 392–431. [Google Scholar]
- Griffin, L.L.; Butler, J.I. Teaching Games for Understanding: Theory, Research, and Practice; Human Kinetics: Champaign, IL, USA, 2005. [Google Scholar]
- Dyson, B.; Casey, A. Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction; Routledge: London, UK, 2016. [Google Scholar]
- Siedentop, D. Sport Education: Quality Physical Education through Positive Sport Experiences; Human Kinetics: Champaign, IL, USA, 1994. [Google Scholar]
- Santos, D.; Miguel, L. The Relationship between Teachers’ Beliefs, Teachers’ Behaviors, and Teachers’ Professional Development: A Literature Review. Int. J. Educ. Pract. 2019, 7, 10–18. [Google Scholar]
- Diamanti, I.; Dania, A.; Venetsanou, F.; Kamberidou, I. Generalist early education and specialist physical education teachers’ views on the scope of early childhood physical education. Pamukkale J. Sport Sci. 2023, 14, 167–191. [Google Scholar] [CrossRef]
- Levin, B.; He, Y. Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). J. Teach. Educ. 2008, 59, 55–68. [Google Scholar] [CrossRef]
- Baptista, M.; Freire, S.; Freire, A.M. Science teachers’ beliefs and practices: Collaboration as a trigger of change. Acta Sci. 2020, 22, 2–22. [Google Scholar] [CrossRef]
- Şentuna, M. Investigation of job satisfaction, organizational commitment and self-esteem of physical education teachers according to the gender. Int. Online J. Educ. Sci. 2015, 7, 93–101. [Google Scholar]
- Clark, S.; Newberry, M. Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences. Asia-Pac. J. Teach. Educ. 2019, 47, 32–47. [Google Scholar] [CrossRef]
- Hemphill, M.A.; Richards, K.A.R.; Gaudreault, K.L.; Templin, T.J. Pre-service teacher perspectives of case-based learning in physical education teacher education. Eur. Phys. Educ. Rev. 2015, 21, 432–450. [Google Scholar] [CrossRef]
Group | Emotional Reaction | Short-Term Thinking | Routine Seeking | Cognitive Rigidity | ||||
---|---|---|---|---|---|---|---|---|
Mean | SD | Mean | SD | Mean | SD | Mean | SD | |
Individual Sports | 13.970 | 0.332 | 10.521 | 0.310 | 14.851 | 0.311 | 12.908 | 0.239 |
Team Sports | 12.759 | 0.369 | 9.962 | 0.345 | 15.639 | 0.346 | 12.587 | 0.265 |
High Coaching | 12.310 | 0.473 | 10.054 | 0.442 | 14.573 | 0.444 | 12.756 | 0.340 |
Moderate Coaching | 14.006 | 0.575 | 10.709 | 0.537 | 15.615 | 0.539 | 13.379 | 0.414 |
Moderate Teaching | 14.241 | 0.468 | 10.669 | 0.438 | 15.862 | 0.439 | 12.688 | 0.337 |
High Teaching | 12.899 | 0.474 | 9.534 | 0.443 | 14.929 | 0.445 | 12.166 | 0.341 |
Factor | Wilk’s Lambda | F | p | η2 |
---|---|---|---|---|
Type of Sport | 0.948 | 3.089 | 0.017 * | 0.052 |
Role Orientation | 0.920 | 1.604 | 0.086 | 0.028 |
Self-esteem | 0.882 | 7.533 | <0.001 | 0.118 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Balaska, V.; Dania, A. Preservice Physical Education Teachers’ Resistance to Change: The Importance of Occupational Socialization Experiences. Trends High. Educ. 2023, 2, 585-598. https://doi.org/10.3390/higheredu2040035
Balaska V, Dania A. Preservice Physical Education Teachers’ Resistance to Change: The Importance of Occupational Socialization Experiences. Trends in Higher Education. 2023; 2(4):585-598. https://doi.org/10.3390/higheredu2040035
Chicago/Turabian StyleBalaska, Vassiliki, and Aspasia Dania. 2023. "Preservice Physical Education Teachers’ Resistance to Change: The Importance of Occupational Socialization Experiences" Trends in Higher Education 2, no. 4: 585-598. https://doi.org/10.3390/higheredu2040035
APA StyleBalaska, V., & Dania, A. (2023). Preservice Physical Education Teachers’ Resistance to Change: The Importance of Occupational Socialization Experiences. Trends in Higher Education, 2(4), 585-598. https://doi.org/10.3390/higheredu2040035