Xiaoping Fan
California State University, Chico
Doctoral student at University of Northern Colorado
Suggested benefits of professional conference attendance include the acquisition of knowledge and practical ideas (Stroot, 2001), staying current (Napper-Owen, 2008), establishing professional networks, and job opportunities... [ view full abstract ]
Suggested benefits of professional conference attendance include the acquisition of knowledge and practical ideas (Stroot, 2001), staying current (Napper-Owen, 2008), establishing professional networks, and job opportunities (Kamla et al., 2008). Yet, to date, no study has provided a comprehensive examination of teacher candidates' (TCs) conference attendance at the national level. Using occupational socialization theory as a guiding framework, this study examined physical education TCs' perceptions of their professional conference attendance. Three research questions were explored: (a) what were TCs’ motives and expectations for attendance? (b) what formal and informal activity and event choices did TCs make and why?; and (c) what was the perceived impact on TCs' learning and growth as future professionals?
Participants included 12 university physical education TCs attending the 2017 Society of Health and Physical Educators (SHAPE) National Convention (USA). Data sources included interviews, participants' diaries, photographs, and demographic questionnaires. Interview transcripts and diaries were analyzed utilizing open, axial and selective coding (Corbin & Strauss, 2008). Photographs were analyzed utilizing a reflexive approach (Pink, 2007).
Findings indicated that TCs were: a) motivated to learn new information, b) encouraged by professors and their PETE program to attend and present, and c) influenced by previous conference attendance. The majority of formal sessions were activity/movement oriented and were selected based upon professor advice and learning interests. Perceived impact of attendance included: a) relationship building, b) gaining new content and ideas, and c) engaging in eye-opening experiences. Overall, conference attendance represented an impactful learning activity and emphasized the important role that faculty played in shaping professional growth. Results highlight the influence that learning experiences may have on the positive socialization and begins to capture the composition of physical education teacher education (PETE) programs that succeed in the successful socialization of TCs (Richards & Gardreault, 2017).
