Background/Purpose
Attrition rates among new teachers are some of the highest across all professions. In urban schools, these rates are higher due in part to a host of unique educational challenges. These challenges extend to physical education (PE) teachers, who often face insufficient instructional resources, the impact of community violence, teaching in a culture of basketball, and providing curriculum that connects with students. Little research has examined the factors that influence how PE teachers are prepared to teach in urban schools. Using theories of occupational socialization and cultural relevance, the purpose of this study was to examine how three teachers' personal biographies prior to their formal teacher education influenced their early career experiences in urban schools.
Method
Data collection occurred for six weeks with each teacher via lesson observations and in-depth interviews. Data were analyzed using constant comparison. By study design, the teachers had taught in an urban school for four to six years, and did not grow up in urban communities.
Analysis/Results
The teachers described multiple factors from their pre-professional socialization experiences that had an impact on their ability to meaningfully connect with their diverse students. These factors included the influence of a middle-class upbringing, negative experiences in school PE, varying exposure to diversity, family views of culture, and appreciation of cooperative activities.
Conclusions
Based on these findings, further research examining how physical education teacher education (PETE) programs prepare White, middle-class teaching candidates for the challenges of teaching in diverse school contexts seems warranted.