Organisational socialisation experiences of Chilean physical education teachers in special schools

The purpose of this study was to examine the organizational socialisation experiences of Chilean physical education teachers working in special school settings. An experiential qualitative research design was used, and nine (n = 9) physical education teachers (six males and three females; ages 29–50 years of age) participated in this study. In-depth semi-structured online interviews and researchers’ reflexive notes were utilised as methods of data collection. The analytical approach employed was thematic analysis. The themes constructed were: (a) ‘I never imagined that I would be working in a special school’: Unexpected entrances and early experiences in special schools; (b) ‘I don't see myself there until I retire’: Challenges of working in special schools; and (c) ‘I have to sing to her throughout class to get her to do things’: Embracing individuality. In this study, the Chilean physical educators employed in special schools discussed complex experiences with unique challenges. Special schools do not appear to be an initial workplace of choice to teachers, and the challenges discussed here are aligned with the international literature. Nonetheless, findings unearth that the individuality of disabled students has been used as a resource to inform pedagogical practice.