International educators collaborating on physical education curriculum

From Classroom to Campus: How International Educators Shape American Physical Education

Soraya Malik in Mind & Education August 2025 • 5 min read.

"Discover the profound influence of internationally born faculty members on the evolution and practices of sport pedagogy in American universities, bridging global perspectives with local expertise."

In the ever-evolving landscape of higher education, the role of internationally born faculty members (IFMs) is becoming increasingly significant. These educators bring a wealth of diverse experiences and perspectives that can profoundly impact their fields. A recent study delves into the influence of IFMs on sport pedagogy—the art and science of teaching physical education—within American universities, shedding light on how these educators are shaping the future of physical education in the United States.

The study focuses on how the occupational socialization of IFMs—the process through which they acquire the values, attitudes, and behaviors appropriate to their profession—affects their perspectives and practices in physical education. This includes examining their overarching value orientations for physical education and their specific approaches to physical education teacher education (PETE). By understanding these influences, we gain insight into how IFMs are contributing to and transforming the field.

This article will explore the key findings of this research, highlighting the unique contributions of IFMs and the factors that have shaped their approaches to teaching and research. From their initial attraction to the profession to their experiences in American universities, we’ll uncover the journey of these educators and their lasting impact on the landscape of physical education in the U.S.

Diverse Backgrounds, Shared Progressive Vision: Who Are These International Faculty?

International educators collaborating on physical education curriculum

The study, conducted by Chan Woong Park and Matthew D. Curtner-Smith, sought to understand how the unique backgrounds of IFMs influence their approaches to teaching and physical education teacher education. The research involved in-depth interviews and analysis of documents from 11 sport pedagogy IFMs working in American universities. These faculty members, originally from various countries, shared a commitment to progressive teaching orientations and high-level PETE, showcasing their dedication to advancing the field.

Despite their diverse origins, the study found few differences in the current perspectives and practices of IFMs from different regions. Acculturation, professional socialization, and organizational socialization positively shaped a significant proportion of IFMs, leading them to possess strong traditional teaching orientations early in their careers. Secondary professional socialization played a crucial role in developing progressive ideas about physical education and PETE, further supported by secondary organizational socialization.

Acculturation: Initial attraction to physical education often stemmed from a love of physical activity nurtured by family and positive experiences in youth sport.
Professional Socialization: Strong PETE programs reinforced teaching-oriented recruits, encouraging effective teaching practices even under challenging conditions.
Organizational Socialization: Supportive school cultures, where innovative practices are encouraged, fostered the growth of beginning teachers with teaching orientations.
Secondary Professional Socialization: Graduate work in sport pedagogy had a powerful impact, shifting orientations from coaching to teaching and strengthening existing teaching orientations.
Secondary Organizational Socialization: Supportive university cultures enabled IFMs to grow professionally, refine their perspectives, and implement new ideas in physical education and PETE.

The study revealed that many IFMs were initially drawn to physical education and coaching through their early involvement in sports and physical activities in their home countries. This participation was often encouraged by their cultures, peers, and family members, who were actively involved in sports or had backgrounds as physical education teachers. For instance, in African countries, the sense of community and the freedom for children to play outdoors significantly influenced their passion for physical activity. In contrast, the European and Australasian IFMs were more influenced by formal sports.

The Future of Physical Education: A Global Perspective

The study by Park and Curtner-Smith underscores the invaluable role of internationally born faculty members in shaping physical education within American universities. These educators not only bring diverse perspectives and experiences but also foster innovation and excellence in teaching and research. By understanding the influences of occupational socialization, we can better support and integrate IFMs, enriching the educational landscape and preparing future generations of physical education teachers to meet the challenges and opportunities of a globalized world.

About this Article -

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This article is based on research published under:

DOI-LINK: 10.1123/jtpe.2017-0228, Alternate LINK

Title: Influence Of Occupational Socialization On The Perspectives And Practices Of Internationally Born Sport Pedagogy Faculty Members Working In American Universities

Subject: Education

Journal: Journal of Teaching in Physical Education

Publisher: Human Kinetics

Authors: Chan Woong Park, Matthew D. Curtner-Smith

Published: 2018-10-01

Everything You Need To Know

How do internationally born faculty members (IFMs) influence sport pedagogy in American universities?

Internationally born faculty members (IFMs) significantly impact sport pedagogy by bringing diverse experiences and perspectives. They reshape physical education (PE) by blending global practices with American pedagogical approaches. Their occupational socialization, which includes acculturation, professional socialization, and organizational socialization, influences their teaching orientations and approaches to physical education teacher education (PETE), thereby transforming the field.

What is occupational socialization and how does it affect IFMs in their teaching roles?

Occupational socialization is the process by which IFMs acquire the values, attitudes, and behaviors appropriate to their profession. Acculturation, professional socialization, and organizational socialization shape their perspectives and practices. Secondary professional and organizational socialization, particularly through graduate work and supportive university cultures, further refines their teaching orientations, influencing their approaches to physical education (PE) and physical education teacher education (PETE), ultimately impacting how they teach and conduct research.

What are the key findings about IFMs' backgrounds and their impact on physical education (PE) and physical education teacher education (PETE)?

The study by Chan Woong Park and Matthew D. Curtner-Smith revealed that IFMs share a commitment to progressive teaching orientations and high-level PETE. Initially drawn to physical education through early involvement in sports, they are influenced by their home cultures. Acculturation, professional socialization, and organizational socialization play key roles. Secondary professional socialization, through graduate work, and secondary organizational socialization, within supportive university cultures, strengthen their teaching orientations and facilitate the implementation of new ideas in PE and PETE.

How do the cultural backgrounds of IFMs from different regions influence their initial attraction to physical education?

IFMs' initial attraction to physical education (PE) varies based on their cultural backgrounds. For instance, in African countries, the sense of community and outdoor play significantly influenced their passion for physical activity. Conversely, European and Australasian IFMs were more influenced by formal sports. These early experiences, nurtured by family, peers, and positive youth sport involvement, often sparked their interest in PE and coaching, later shaping their approaches within American universities.

What is the lasting impact of internationally born faculty members (IFMs) on the future of physical education (PE) in the U.S.?

The study underscores the invaluable role of internationally born faculty members (IFMs) in shaping physical education within American universities. IFMs foster innovation and excellence in teaching and research by bringing diverse perspectives and experiences. By understanding the influences of occupational socialization, including acculturation, professional socialization, and organizational socialization, the educational landscape is enriched. This understanding helps support and integrate IFMs, preparing future generations of physical education teachers to meet the challenges and opportunities of a globalized world, thereby ensuring the continued evolution of PE.