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Socialisation in physical education teaching : Singapore life history investigations
Author
Tang, Bee Hong
Supervisor
Tan, Clara Wee Keat
Abstract
This study explored the dialectical interactions of five beginning female physical educators' 'biographical baggage' and their workplace conditions on the development of their teaching perspectives. In addition, social strategies employed by the teachers to fit into their workplace were examined. Drawing on data from a life history approach, the life histories shed light not only on the teachers' personal stories but also placed them against their social and historical context.
The analysis of the five case studies revealed a continuum. At one extreme, lies a teacher who cruised through her induction with positive workplace conditions. At the other extreme, lies another teacher who survived by her well-established teaching perspectives in a school where her workplace conditions were trying. The other three teachers span the continuum with weaker teaching perspectives; they felt overrun by bureaucratic incursions that depleted their passion in teaching.
Findings indicated that the PE teachers were actively involved in the creation of meanings and were not passive recipients of socialising forces at school. Findings also indicated that PETE has significantly influenced the teachers' beliefs about teaching PE. This is in contrast with previous studies that reported PETE had little influence on teachers' teaching perspectives. However, many teachers in this study found the cultural code of PE as a subject marginalised too powerfully for them to address with their imbued teaching perspectives. Hence, many suffered a similar plight as other teachers in previous research in terms of reality shock, isolation, role conflict, and wash-out effect.
The present study reaffirmed Wright's (2001) findings that beginning Singaporean PE teachers were uninterested in a custodial approach to teaching PE and they did not prefer coaching to teaching. These are in contrary to previous findings from western countries. In line with the literature, the findings suggested that schools provide inadequate support for beginning teachers. The study suggests how a comprehensive mentorship programme may help beginning PE teachers thrive in the 'real world' of teaching.
The analysis of the five case studies revealed a continuum. At one extreme, lies a teacher who cruised through her induction with positive workplace conditions. At the other extreme, lies another teacher who survived by her well-established teaching perspectives in a school where her workplace conditions were trying. The other three teachers span the continuum with weaker teaching perspectives; they felt overrun by bureaucratic incursions that depleted their passion in teaching.
Findings indicated that the PE teachers were actively involved in the creation of meanings and were not passive recipients of socialising forces at school. Findings also indicated that PETE has significantly influenced the teachers' beliefs about teaching PE. This is in contrast with previous studies that reported PETE had little influence on teachers' teaching perspectives. However, many teachers in this study found the cultural code of PE as a subject marginalised too powerfully for them to address with their imbued teaching perspectives. Hence, many suffered a similar plight as other teachers in previous research in terms of reality shock, isolation, role conflict, and wash-out effect.
The present study reaffirmed Wright's (2001) findings that beginning Singaporean PE teachers were uninterested in a custodial approach to teaching PE and they did not prefer coaching to teaching. These are in contrary to previous findings from western countries. In line with the literature, the findings suggested that schools provide inadequate support for beginning teachers. The study suggests how a comprehensive mentorship programme may help beginning PE teachers thrive in the 'real world' of teaching.
Date Issued
2005
Call Number
GV365.5.S55 Tan
Date Submitted
2005