TY - JOUR
T1 - Career Transitions
T2 - Decision-Making Dynamics Regarding Physical Education Teacher Education Doctoral Program Applications and Entry
AU - Patton, Kevin
AU - Parker, Melissa
N1 - Publisher Copyright:
© 2023 Human Kinetics, Inc.
PY - 2023/10
Y1 - 2023/10
N2 - Purpose: This study's purpose was to explore professional career paths into physical education teacher education. Methods: Participants included 27 physical education teacher educators with an average of 20.2 years of experience selected from among attendees at international conferences, using a combination of convenience and purposive sampling. Data sources included semistructured interviews, living graphs, and participant vitae. Results: Findings describe intrinsic and extrinsic motivating factors to pursue a professional role change and the selection of a doctoral program including: (a) prompted by others, (b) selfinitiated, and (c) forced choice. After deciding to pursue a doctoral degree, program choice was predicated by disciplinary and institutional, as well as idiosyncratic and personal considerations. Conclusions: Understanding how and why participants repositioned themselves from their current roles into doctoral education has important implications for further research and practice to enhance the quality of doctoral education.
AB - Purpose: This study's purpose was to explore professional career paths into physical education teacher education. Methods: Participants included 27 physical education teacher educators with an average of 20.2 years of experience selected from among attendees at international conferences, using a combination of convenience and purposive sampling. Data sources included semistructured interviews, living graphs, and participant vitae. Results: Findings describe intrinsic and extrinsic motivating factors to pursue a professional role change and the selection of a doctoral program including: (a) prompted by others, (b) selfinitiated, and (c) forced choice. After deciding to pursue a doctoral degree, program choice was predicated by disciplinary and institutional, as well as idiosyncratic and personal considerations. Conclusions: Understanding how and why participants repositioned themselves from their current roles into doctoral education has important implications for further research and practice to enhance the quality of doctoral education.
KW - boundary crossing
KW - doctoral recruitment
KW - transition theory
UR - http://www.scopus.com/inward/record.url?scp=85173027045&partnerID=8YFLogxK
U2 - 10.1123/jtpe.2022-0139
DO - 10.1123/jtpe.2022-0139
M3 - Article
AN - SCOPUS:85173027045
SN - 0273-5024
VL - 42
SP - 589
EP - 599
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 4
ER -