Wash in, But: The Influence of Contextual Factors on Preservice Teachers’ Use of the Game Sense Approach During Field Experiences

Purpose: Pedagogies and teaching approaches learned at universities can be “washed out” of physical education teachers when they begin working in schools. However, less research has examined whether they have been adequately “washed in” to preservice teachers at universities. This study utilized occupational socialization theory to investigate whether the game sense approach had been adequately washed into Australian preservice teachers. Methods: A mixed methods approach was used. Survey data (N = 52) helped identify whether wash-in had occurred, before individual interviews (n = 20) identified the influence of acculturation, professional socialization, and contextual factors on field experiences. Results: Findings indicated that wash-in had occurred to some extent and that preservice teachers intended to use the approach. However, use was limited by contextual factors such as content, student behavior, and team teaching. Conclusion: Organizational socialization is often to blame for washout. However, more information should be collected on professional socialization.