The purpose of this study was to describe the influence of secondary organizational socialization on six mid-career faculty members’ provision of physical education teacher education (PETE). The specific research questions we sought to answer were: (a) what forms of PETE did mid-career faculty members provide for their preservice teachers? and (b) what factors aided or undermined mid-career faculty members’ provision of PETE? The faculty members worked in universities situated on three continents. The primary data source was a semi-structured interview with each faculty member. Optional supplementary data were supplied by three of the participants in the form of artifacts and film. Data were reduced to themes through analytic induction and constant comparison. Key findings were that faculty members provided two forms of PETE that were combinations of the critical-inquiry, traditional/craft, personalistic, and behavioristic orientations to teacher education. Three faculty members worked in what they perceived to be negative cultures, two in positive cultures, and one in a neutral culture. All six faculty members worked in what they perceived to be unfavorable conditions. Collectively, this situation made it difficult for faculty members to provide PETE as they intended. Faculty members dealt with adverse cultures and conditions by attempting to strategically redefine them or by strategically complying with them. The findings of the study may help to improve the culture and conditions in which sport pedagogy faculty members work, negate the effects of reality shock on neophyte faculty members, and promote faculty members’ thinking about the forms of PETE they provide.

中文翻译：

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“我们的时间有限，所以这是一场零和游戏”：二级组织社会化对欧洲、亚洲和北美职业中期教师提供的体育教师教育形式的影响


本研究的目的是描述二级组织社会化对 6 名职业中期教师提供体育教师教育 （PETE） 的影响。我们试图回答的具体研究问题是：（a） 处于职业生涯中期的教职员工为他们的职前教师提供哪些形式的 PETE？（b） 哪些因素有助于或削弱了处于职业生涯中期的教职员工提供 PETE？教职员工在三大洲的大学工作。主要数据源是对每位教职员工的半结构化访谈。其中三名参与者以文物和胶片的形式提供了可选的补充数据。通过分析归纳和不断比较，数据被简化为主题。主要发现是，教职员工提供了两种形式的 PETE，它们是教师教育的批判性探究、传统/工艺、个人主义和行为主义取向的组合。三名教职员工在他们认为是消极文化的环境中工作，两名在积极文化中工作，一名在中性文化中工作。所有六名教职员工都在他们认为不利的条件下工作。总的来说，这种情况使教职员工难以按照他们的预期提供 PETE。教职员工通过试图战略性地重新定义它们或战略性地遵守它们来应对不利的文化和条件。该研究的结果可能有助于改善体育教育学教职员工工作的文化和条件，消除现实冲击对新手教职员工的影响，并促进教职员工对他们提供的 PETE 形式的思考。