Through the years: A longitudinal study of physical education teachers from a research-based preparation program

This study investigated factors that enhanced and constrained the career de velopment of six teachers, who had graduated from the same university teach er education program, in their induction years (Woods & Earls, 1995) and ag ain later in their career cycles. Three participants were physical educatio n teachers (PETs), and three were former physical education teachers (FPETs ). Fessler's (1985) Teacher Career Stage Model provided the theoretical fra mework. Data sources were: interviews with teachers and their teacher educa tors and direct observations of Lessons. Results indicated that the PETs co ntinued to have skill development as their primary teaching objective. The teachers maintained many of their teaching skills, and shafted between the career cycles of "competency building" and "enthusiastic and growing." All three FPETs left their physical education positions during the career frust ration stage and at the time of publication were in the career exit stage.