Athletic Training Preceptors’ Experiences of Professional Socialization

Abstract

Although the professional socialization of athletic trainers has been studied, limited research has explored the experiences of preceptors who serve dual roles as clinicians and educators. This phenomenological study examines how preceptors in a master’s-level athletic training program navigate their professional socialization. Ten preceptors participated in two semi-structured interviews, and data were analyzed using a whole-parts-whole approach to explore their lived experiences. Three themes emerged: navigating professional identity formation, commitment to professional continuity and mentorship, and developing competence and confidence as a preceptor. These findings highlight the challenges preceptors face in balancing clinical and educational responsibilities, the ways they internalize professional norms, and the strategies they use to build confidence in their teaching roles. The study underscores the importance of preceptor training grounded in adult learning principles, structured mentorship, and clearer role expectations to support preceptor development. These insights contribute to the understanding of how preceptors experience professional socialization and offer practical recommendations for enhancing preceptor support systems in athletic training education.