Understanding PETE Faculty Members’ Perceptions of K–12 Teaching Experience in Higher Education

• In Event: Research on Higher Education PETE Faculty

Abstract

Many U.S. PETE job postings list K–12 PE teaching experience as a preferred or required qualification, yet little is known about how teaching experience impacts PETE faculty. This qualitative study explored the perceptions of 53 PETE faculty members using surveys and semi-structured interviews grounded in Occupational Socialization Theory (Lawson, 1983a; 1983b) and the Faculty Role Socialization Model (Richards & Kinder, 2024). Data analysis led to three themes: (1) K–12 teaching experience influences and informs pre-service teachers and their reception of PETE, (2) Strong emotions: Passion, enthusiasm, imposter syndrome, and marginality, and (3) Context and relevance matter more than K–12 teaching. Implications include providing K–12 experience, instructor-of-record experiences, and case-based mentorship in DPETE programs.

Authors

• Alexander Eugene Kurtzman, California State University - Northridge

• Karen Lux Gaudreault, University of New Mexico

• Victoria Shiver, University of New Mexico

• Kevin Andrew Richards, University of Illinois at Urbana-Champaign

• Jaimie McMullen, University of Northern Colorado