Apprenticeship of Observation in Kinesiology: Undergraduates' Perceptions of Faculty Roles
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| Title: | Apprenticeship of Observation in Kinesiology: Undergraduates' Perceptions of Faculty Roles |
|---|---|
| Language: | English |
| Authors: | Youngjoon Kim (ORCID |
| Source: | Quest. 2024 76(3):308-326. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Kinesiology, Undergraduate Students, Student Attitudes, Teacher Role, Observational Learning, Physical Education, Socialization |
| Geographic Terms: | Illinois |
| DOI: | 10.1080/00336297.2024.2329906 |
| ISSN: | 0033-6297 1543-2750 |
| Abstract: | While kinesiology scholars have focused on how future faculty members are socialized, recruited into, and prepared for academia, limited attention has been given to the apprenticeship of observation for faculty roles when college students first develop impressions and initial understandings of faculty work. This qualitative study aimed to understand undergraduate kinesiology students' perceptions and beliefs about faculty roles and careers in higher education. Data were collected from 58 undergraduate kinesiology students at a large doctoral-granting institution in the Midwest region of the U.S. The findings were communicated through three themes: (a) incomplete understanding of faculty work limits motivation to pursue faculty careers; (b) positive associations but distal relationships with faculty through coursework; and (c) research involvement fosters an understanding of research process and faculty work. This study has implications not only for the recruitment and socialization of future faculty, but also for building public trust in kinesiology and higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1433874 |
| Database: | ERIC |
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| Abstract: | While kinesiology scholars have focused on how future faculty members are socialized, recruited into, and prepared for academia, limited attention has been given to the apprenticeship of observation for faculty roles when college students first develop impressions and initial understandings of faculty work. This qualitative study aimed to understand undergraduate kinesiology students' perceptions and beliefs about faculty roles and careers in higher education. Data were collected from 58 undergraduate kinesiology students at a large doctoral-granting institution in the Midwest region of the U.S. The findings were communicated through three themes: (a) incomplete understanding of faculty work limits motivation to pursue faculty careers; (b) positive associations but distal relationships with faculty through coursework; and (c) research involvement fosters an understanding of research process and faculty work. This study has implications not only for the recruitment and socialization of future faculty, but also for building public trust in kinesiology and higher education. |
|---|---|
| ISSN: | 0033-6297 1543-2750 |
| DOI: | 10.1080/00336297.2024.2329906 |
