Nearly 40% of undergraduates are classified as non-traditional students (U.S. Census Bureau, 2001). Despite the rapid growth of this population, few scholars have given non-traditional students much attention. These adult learners are entering their academic teacher preparation programs with rich life experiences, diverse reasons for entry, and distinctive motivational purposes (Hutchinson & Buschner, 1996; O'Bryant, O'Sullivan, & Raudensky, 2000). Teacher socialization provided a framework for examining the socio-cultural and psychological factors that contributed to, influenced, or facilitated an individual's decision to enter the field (Lawson, 1983ab; Templin, Woodford, & Mulling, 1982).
Purpose
The purpose of this study was to: 1) identify what attracted the participant to physical education; 2) identify what factors influenced the career decision; and 3) describe the beliefs of the participant about what it meant to be a physical educator.
Methods
The participant, Jon, was a 46 year old Caucasian male enrolled in a PETE program. Jon exhibited a strong desire to teach, work with kids, and had a variety of prior professional positions. These attributes and life experience made him a compelling choice for a case study of a non-traditional PETE student. Data were collected through written autobiography, rainbow of life roles (Super, 1990), semi-structured interview, and direct observation of the participant's teaching.
Analysis/Results
Thematic analysis and direct interpretation were used to identify themes from participant responses (Creswell, 1998). Trustworthiness techniques (Merriam, 1998) included peer examination, member check, and triangulation. Findings indicated a strong desire to teach, work with kids, prior experiences in athletics, and significant others as reasons which attracted Jon to physical education. Factors that guided a career decision to enter a PETE program included dissatisfaction with previous career choices and the positive influence of a high school baseball coach. Being a physical educator meant respecting and valuing students' beliefs, being a positive role model, and teaching the importance of making healthy choices. Initially, Jon was more interested in coaching than teaching. However, his values shifted to more of an interest in teaching, stemming from teaching experiences and a knowledge base acquired in methods courses.
Conclusions
Findings contribute to the limited understanding of non-traditional students in PETE programs. To provide effective classroom instruction and appropriate learning assessment, it is important for teacher educators to understand the motivations, learning styles, and strategies of non-traditional students. Therefore, PETE programs should be sensitive to the specific needs/interests of non-traditional students, while keeping consistent with the expectations and vision of the program.