A self study of a physical education teacher navigating their role in a professional learning community

Abstract

Years of research has documented the socialization of inservice physical education teachers, while the socialization of physical education faculty members has only recently become a research focus. Self-study of teacher education practices is becoming increasingly popular when exploring the lived experiences of physical education faculty. In this study, we used self-study of teacher education practices to understand the experiences of Molly, a current physical education teacher. Molly’s experiences differ from those of many other teacher educators as she was the only physical education teacher in her school. She had been using the self-study method to help her navigate her role in a professional learning community as the only specialist teacher. Data were collected through journaling, documents, and surveys. Qualitative data analyses resulted in the construction of three emerging themes: (1) unreciprocated expectations, (2) innovative socialization, and (3) schoolwide contribution. Molly’s journey was marked by both successes and challenges, but at the end of the five months she felt that she had grown as an educator. Further, Molly’s teaching experience and willingness to adapt and contribute where she could helped enhance her growth as a teacher. Results are discussed with reference to Kevin’s socialization and directions for research are provided.