Examining teacher candidates' development: the role of professional conference attendance

Using occupational socialization theory as a guiding framework, this study was to examine physical education teacher candidates’ (TCs) perceptions of their professional conference attendance. Three research questions were explored: (a) what were TCs’ motives and expectations for attending a national conference?; (b) what formal and informal activity and event choices did teacher candidates make and why?; and (c) what was the perceived impact of conference attendance on teacher candidates’ 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 using open, axial and selective coding (Corbin & Strauss, 2008). Photographs were analyzed using a reflexive approach (Pink, 2007). Findings are presented relative to the three research questions. First question, three themes were identified: a) motivated to learn new information, b) encouraged by professors and physical education teacher education (PETE) program to attend and present, and c) influenced by previous conference attendance. Second, TCs chose a number of formal sessions, the majority of which were activity/movement oriented. Decisions to attend sessions were based upon professor advice and learning interests. Finally, results indicated that perceived impact of conference attendance on these TCs 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 play in shaping professional growth. Results of this study highlight the influence that learning experiences may have on the positive socialization of future teachers and begins to capture the composition of PETE programs that succeed in the successful socialization of TCs (Richards & Gardreault, 2017).