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The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties ( SEBD ) in physical education
Author(s) -
O'Leary Nick,
Longmore Carl,
Medcalf Richard
Publication year - 2015
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12033
Subject(s) - psychology , apprenticeship , perception , socialization , physical education , inclusion (mineral) , developmental psychology , data collection , pedagogy , mathematics education , medical education , social psychology , medicine , sociology , philosophy , linguistics , social science , neuroscience
Research within physical education ( PE ) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs ( SEN ), the childhood phase often lacks direct experience of SEN and thus ceases to exist as a socialising force. Consequently, the higher education and workplace phases form a ‘salvaged’ phase upon which to base pedagogical approaches ( P ugach). In light of this dichotomy, the aims of this case study were to (1) examine how one PE head of department ( HOD ) in a specialist social and emotional behavioural difficulties ( SEBD ) school taught year 9 pupils games; (2) identify factors that led to such instruction and (3) consider the influence of the three phases of occupational socialisation on her pedagogical approaches. Data collection methods consisted of formal and informal interviews and lesson observations. The data were inductively analysed, and themes were drawn from this process. Using a systematic learning approach, lessons were game orientated based around pupil decision‐making and limited technical practice. Factors influencing this practice were her exploratory outdoor activity experiences and the nature of the pupils. In contrast to P ugach, this research indicates that the childhood phase of socialisation can provide an ‘apprenticeship of observation’ for those teaching PE to pupils experiencing SEBD . That such perceptions can be strongly held suggests that prior examination of the childhood biographies of those recruited to PE teacher training and/or PE teachers teaching pupils who experience SEBD appears warranted.