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Students’ Academic and Social Transition to New Graduate Programs in Physical Education Teacher Education

Takahiro Sato
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  • School of Teaching, Learning & Curriculum Studies, Kent State University, Kent, Ohio 44242, USA
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 / Francis M. Kozub
  • Department of Kinesiology, Sport Studies, and Physical Education, State University of New York at Brockport, 350 New Campus Drive, Brockport, NY 14420 USA
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 / Amaury Samalot-Rivera
  • Department of Kinesiology, Sport Studies, and Physical Education, State University of New York at Brockport, 350 New Campus Drive, Brockport, NY 14420 USA
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Published Online: 2016-04-19 | DOI: https://doi.org/10.1515/mlt-2015-0018

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Abstract

The purpose of this study is to describe and explain master students’ academic and social experiences during the transition to teacher education master programs. This study is based on the theory of transition that supports the understanding of students’ transition to graduate studies as they connect to the academic supports needed to cope with the demands of advanced training in physical education. The participants were eight teacher education master students from two institutions who participated in a descriptive-qualitative design. The data sources were a demographic questionnaire, face-to-face interviews, and the program of graduate study. Results in themes related to (a) competing agendas, (b) hesitant to ask for help from professors, and (c) time management shock. To better support teacher education graduate students, we encourage academic departments, administrators, faculty, and all students to learn how to view themselves as playing various roles, such as academic advisors and graduate students.

Keywords: academic and social transition; teacher education; physical education; master programs; qualitative research; graduate assistantships; graduate fellowships

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About the article

Published Online: 2016-04-19

We gratefully acknowledge the grant funding support of Ohio Association of Health, Physical Education, Recreation, and Dance.

Citation Information: Multicultural Learning and Teaching, Volume 12, Issue 2, 20150018, ISSN (Online) 2161-2412, DOI: https://doi.org/10.1515/mlt-2015-0018.

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