The recent emergence of primary school generalist teachers with physical education (PE) expertise has addressed calls for some form of specialisation in primary PE provision in Ireland ( Marron et al., 2018 ). It was hoped that these teachers could advance the quality of PE taught within schools, through their own teaching and by supporting colleagues ( Ní Chróinín, 2018 ). Despite PE specialism graduates (PESGs) developing teaching orientations and high self-efficacy to teach PE during their professional socialisation, it is unclear how their skills are applied within schools. This study examined the organisational socialisation of PESGs through a micropolitical lens, drawing on the research of Kelchtermans and Ballet (2002a , 2002b ). Adopting a critical realist approach enabled us to explore teachers’ complex teaching realities. Semi-structured interviews were conducted with 11 graduates of the four-year Bachelor of Education with a major specialism in PE. Reflexive thematic analysis of interview data identified that PESGs had limited opportunities to apply their PE skills due to the conflicting custodial orientations of their schools. Due to PESGs’ professional interests, they were more likely to assimilate with the existing school culture as early career teachers, even if it overlooked their PE expertise. The outsourcing of PE provision to external coaches, and PESGs’ identity as novice teachers, also undermined their potential contribution as PE experts. Although some PESGs have positively used their knowledge to direct whole-school PE provision, more structured opportunities may be necessary to support the continued development of PESGs as teachers and leaders of PE.

中文翻译：

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融入还是脱颖而出？从微观政治角度看早期职业体育专业毕业生的组织社会化

最近出现的具有体育（PE）专业知识的小学通才教师满足了爱尔兰对小学体育提供某种形式专业化的需求（Marron 等，2018）。希望这些教师能够通过自己的教学和同事的支持来提高学校体育教学的质量（Ní Chróinín，2018）。尽管体育专业毕业生（PESG）在职业社会化过程中发展了体育教学的教学方向和高自我效能感，但尚不清楚他们的技能如何在学校内应用。本研究借鉴了 Kelchtermans 和 Ballet (2002a, 2002b) 的研究成果，通过微观政治视角考察了 PESG 的组织社会化。采用批判现实主义方法使我们能够探索教师复杂的教学现实。对 11 名体育专业四年制教育学士毕业生进行了半结构化访谈。对访谈数据进行反思性主题分析发现，由于学校的监管方向相互冲突，PESG 运用其体育技能的机会有限。由于 PESG 的专业兴趣，他们作为早期职业教师更有可能融入现有的学校文化，即使它忽视了他们的体育专业知识。将体育服务外包给外部教练，以及 PESG 作为新手教师的身份，也削弱了他们作为体育专家的潜在贡献。尽管一些 PESG 积极利用其知识来指导全校体育课程的提供，但可能需要更多结构化的机会来支持 PESG 作为体育教师和领导者的持续发展。