PATHWAYS TO PHYSICAL EDUCATION TEACHER EDUCATION: UNDERSTANDING PETE FACULTY CAREERS AND LIVES

Physical Education Teacher Education (PETE) faculty play a critical role in shaping the future of physical education through teaching, research, and service. However, their career trajectories and professional experiences remain underexamined in the PETE literature. This dissertation combines two studies, one is a mixed-methods study and the second is a qualitative study which explore the complex pathways and socialization processes of PETE faculty. Study 1 investigated PETE faculty members’ perceptions of how prior K–12 physical education teaching experience influences their work in higher education. Drawing on Occupational Socialization Theory (OST) and the Faculty Role Socialization Model (FRSM), data from 53 PETE faculty via survey and semi-structured interviews revealed three key themes: (1) the influence of K–12 experience on preservice teacher (PST) education, (2) the strong emotions tied to faculty identity (including passion, enthusiasm, imposter syndrome, and marginality), and (3) the importance of context and relevance over teaching experience alone. Study 2 used life history methodology to examine the career of an exceptional late-career PETE faculty member whose pathway into academia defied traditional routes. Grounded in the FRSM, this case study highlighted the participant’s nontraditional entry into PETE without formal undergraduate PETE preparation or extended K–12 PE teaching, underscoring the transformative role of mentoring and the pursuit of social justice work beyond the confines of PETE. Together, these studies deepen the understanding of the diverse backgrounds, socialization experiences, and professional identities of PETE faculty. Implications include the need for doctoral PETE programs to provide meaningful PETE teaching experiences, alongside engaging mentoring that supports critical engagement and diverse career trajectories.