Over the past few decades, scholars have directed increasing attention toward the socialization of physical education faculty members’ recruitment, preparation, and ongoing socialization. Parallel research trajectories have, however, resulted in varied approaches to conceptualizing and labeling the phases or types of socialization experienced by this occupational group. With the view of academic journals as spaces for discourse surrounding divergent approaches to conceptualizing and conducting research, the purpose of this research note was to overview two contrasting conceptualizations of physical education teacher education faculty socialization and propose a unified approach for moving forward in future research. Differing perspectives are reviewed, and an updated conceptual framework for understanding socialization into and through academic roles is proposed. We argue that this model better captures the diversity in and provides flexibility for the backgrounds that draw individuals into careers in higher education and their experiences once serving among the faculty in academia.

在过去的几十年里，学者们越来越关注体育教师社会化的招募、准备和持续社会化。然而，并行的研究轨迹导致了对这一职业群体所经历的社会化阶段或类型进行概念化和标记的不同方法。鉴于学术期刊是围绕概念化和开展研究的不同方法进行讨论的空间，本研究报告的目的是概述体育教师教育教师社会化的两种截然不同的概念，并提出一种推动未来研究的统一方法。回顾了不同的观点，并提出了一个更新的概念框架，用于理解社会化进入学术角色并通过学术角色进行社会化。我们认为，该模型更好地捕捉了背景的多样性，并为吸引个人进入高等教育职业的背景以及他们在学术界教员中任职的经历提供了灵活性。