Introduction. Physical education (PE) teachers express that their professional status is lower than that of teachers in theoretical subjects. Studies shows that it might be because the subject is not a core subject and of the uncertainty about the subject's goals (James, 2011). Nonetheless, there is a lack of knowledge about PE teachers’ status which both can be negative for the reputation of the subject and the recruitment of new PE teachers. Using concepts of social closure when analyzing historical texts about PE teachers and physical education teacher education (PETE), the aim of this study is to contribute with new knowledge about how claims have been produced and reproduced over time and maintained an animated debate about PE teachers’ lack of status.

Methods. An analysis of ten historical texts about PE teachers and PETE was done, to identify how the PE teachers negotiate about their occupation and how that negotiation results in the use of certain social closures. The texts are written by PE teachers (n=5) and government officials (n=5). They range from the beginning of the 19th century to present day and describe partly the PETE and PE teachers of that time and partly make suggestions on how to make changes in PETE to acquire higher status for PE and PE teachers. The analysis is made in two steps: first using thematic analysis to identify relevant themes and then distinguish how the concept of social closure is used. Social closure is divided into two types, exclusionary and usurpationary closure, and is derived from theories of profession (Parkin, 1979). 

Results. The study shows that PE teachers try to create a higher status profession for themselves by using exclusionary closure on nearby occupations. They also use usurpationary closure on higher standing professions, partly through the monopolization of education and professional titles, and partly by trying to imitate the education systems of other professions. 

Discussion. By using the concept of social closure we can identify PE teachers attempts to create a high status occupation, which might lead to benefits as a higher salary and a better reputation. An example is the ambition to create an expert education with a specialist degree through which they can gain a monopoly over PE teaching positions in schools. However, they still have difficulties distinguishing their occupation from other closely related occupations and can therefore not create a sufficiently exclusionary closure in relation to competing occupations. This can be seen in PE´s strong relation with sports, which results in difficulties for PE teachers making exclusionary closure against sport coaches. They also use usurpationary closures when they imitate educational systems of professions that are considered having higher status. 

References. James, A. R. (2011). Introduction, Journal of Physical Education, Recreation & Dance, 82:6, 15-16

Parkin, F. (1979). Marxism and class theory: a bourgeois critique. London: Tavistock Publications