This scoping review examines how physical education teacher education faculty members are socialized into and through academic roles across their careers. Drawing upon an adapted version of occupational socialization theory that includes anticipatory socialization, academic career preparation, and faculty socialization, the review synthesizes findings from 37 empirical studies published between 1991 and 2023. Key trends in publication, authorship, methodology, and conceptual framing are identified, and persistent gaps are highlighted. Most studies focused on early-career faculty members, with limited attention to formative stages of academic identity or late-career transitions. Findings underscore the influence of mentorship, institutional structures, and identity-based experiences on professional development. Despite growing interest, the literature remains methodologically narrow and disproportionately shaped by a small number of scholars and institutions. This review calls for greater conceptual clarity, methodological diversity, attention to social identity, and structural influences to better support faculty preparation and development in physical education teacher education.
Suchon et al. (Wed,) studied this question.
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