Career Transitions: Decision-Making Dynamics Regarding Physical Education Teacher Education Doctoral Program Applications and Entry

Kevin Patton, Melissa Parker

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)589-599
Number of pages11
JournalJournal of Teaching in Physical Education
Volume42
Issue number4
DOIs
Publication statusPublished - Oct 2023

Keywords

  • boundary crossing
  • doctoral recruitment
  • transition theory

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