Purpose: Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method: Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a “model professional learning community.” Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results: Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion: Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community.

目的：借鉴职业社会化理论和社会资本理论，本研究的目的是调查专业学习社区中体育教师入职期间的社会化情况。方法：由于本次调查仅涉及一所学校，因此采用了单一工具性案例研究设计。该学校因其“模范专业学习社区”的地位而被特意选择。两名体育教师、三名学校管理人员和创始校长参与了这项研究。数据收集包括二元访谈、焦点小组、观察和文件的组合。结果：数据分析揭示了三个具有支持性分类子主题的重叠主题：(a) 分散和包容性领导力，(b) 教师赋权，以及 (c) 归属感文化。讨论：对体育教师的影响包括与管理人员、跨课程同事和体育教学同行持续合作的必要性。体育教育工作者应寻求在学校专业学习社区内发展强大的社会资本。