Paper presented at the Australian Association for Research in Education Conference, Perth, December, 2001

Research suggests that preservice teachers enter their training having spent many thousands of hours as pupils in an "apprenticeship of observation" (Lortie, 1975). Lortie reported that formal preservice training had less effect than the experiences gained over an extended period as a student in schools. Others have also suggested these experiences lead to the development by preservice teachers of an identity which includes a body of values, attitudes and practices which include well developed and often highly entrenched ideas about what constitutes good teaching and learning which centred on affective traits such as capacity to care for students and the importance of maintaining control in the classroom (Calderhead & Robson, 1991; Kagan, 1992,). These prior conceptions held by students and often maintained during preservice teacher education produce an unrealistic level of optimism and confidence in their ability to teach on entry to teaching (Pajares, 1992). They also serve as a filter for making sense of the knowledge and experiences beginning teachers encounter, "often making it harder to form new ideas and new habits of thought and action" (Feiman-Nemser, 2000, p.8).

A study conducted by Martinez (1994) in Queensland highlighted the role contextual factors play in the problems faced by beginning teachers. She identified the lack of systematic guidelines for the placement of beginning teachers and the allocation of tasks to them in their first year. Her study found it was common practice of school systems to appoint beginning teachers in settings which are inherently loaded with difficulties which place additional demands on new young teachers, such as coordinating extra curricula activities and teaching in more than one subject area. Zeichner and Gore (1990) also argued that policies, traditions, power and personalities work to construct a school culture that provide further challenges to beginning teachers as they learn to assimilate into these institutional constraints.

Research into the work of beginning physical education teachers and their socialisation and induction into the teaching profession has been widely explored. A study undertaken by Macdonald & Tinning (1995) highlighted that although the present physical education program in universities may not meet the needs of students, many beginning teachers find that they are socialised into a model of school physical education similar to that which they experienced in their own schooling. This model is characterised by a narrow utilitarian, sexist, and craft knowledge approach to physical education which they refer to as "the cycle of proletarianization". To break this cycle and assist the future professional practices of physical education teachers, the study recommended embracing alternative pedagogy underpinned by critical reflection processes in all aspects of physical education knowledge.

A later study undertaken in NSW by Fry and McClung (1996) involving graduates of two Dip. Ed. physical education programs as they moved into the teaching profession, also highlighted the dominance of the technocratic approach adopted by beginning teachers. The graduates in this study saw themselves as being "trained" to teach and "privileged the practical over the theoretical " with little interest in reflective practitioner approaches (Fry & McClung, 1996, p.13). Tinning (1988) calls this a "pedagogy of necessity" (p.83) and feels this has dominated many undergraduate teacher education programs.

Common problems and difficulties shared by first year teachers include classroom management, lack of control, frustration, isolation, a sense of being overwhelmed by the job and feeling unprepared (Solomon, Worthy & Carter, 1993). However, beginning physical education teachers, as well as experiencing these, often face challenges specific to their specialisation. These have been identified as low status for their subject, physical isolation within the school setting, fewer colleagues for support and collegiality, lack of appropriate resources or specialist teaching spaces, administration requirements and their expected social identity (Macdonald & Kirk, 1996; Schemp & Graber, 1992; Smyth, 1995; Wright, 1997). A study by Stroot, Faucette and Schwager (1993) found in addition to these aforementioned problems, beginning teachers often felt professional isolation as many colleagues did not share their concerns about teaching physical education effectively. They experienced "reality shock" as they realised that what they learned in their initial teacher education program was different to the reality of the job (Lawson, 1989).

The professional growth of teachers as they learn to overcome these problems has been tied to experience, with researchers identifying the induction stage being followed by a stage of experimentation and consolidation, before a third and final stage of mastery and stabilisation occurring around the seventh year of teaching (Watts, 1980; Berliner, 1986; Huberman, 1989).

They suggest that during these stages teachers develop instructional routines, learn what to expect from students and settle into teaching patterns.

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For many beginning teachers the reality of teaching has proven too demanding, and many choose an early career exit, citing failure to receive adequate mentoring and supervision, classroom management problems, excessive responsibilities and failure to recognise and reward professional growth in the early years of their careers as common concerns (Gitomer, 1999; Lohr, 1999; Ramsey, 2000; Wilkinson, 1997). Past NSW statistics indicated one in six teachers exited the profession in the first two years of employment (Cross 1991, in Martinez, 1994). The UK has seen high numbers of teachers leaving the profession within the first 5 years citing inattention to specific support for newly qualified teachers as possible reasons (Williams & Prestage, 2000). Another study by Quisenberry, Massee-Foxx, Norris and McIntyre (1989, in Martinez, 1994) reported findings of 50% attrition across America during the first six years and 13% at the end of the first year of teaching. These studies support the belief that many newly qualified teachers are dissatisfied and disillusioned with their choice of career presenting a challenge to teacher education institutions, systems and schools to examine some of the reasons for this discontent.

While there have been numerous evaluations of subjects and programs in teacher education as well as graduate surveys, there have been relatively few attempts to evaluate support provided by universities, systems and schools to beginning physical education teachers in Australia. What is known is that building a professional learning continuum for beginning teachers depends on partnerships of these groups as each has a critical role to play and none can do the job alone (Feiman-Nemser, 2000). A number of researchers have emphasised the value that feedback from beginning teachers can provide universities as they seek to ensure that their initial teacher education courses are productive, professionally rewarding and supportive for graduates as they move into the workforce (Goodlad, 1994; NSW Department of School Education, 1992). This study aimed to gather feedback and interpret it in terms of assisting the preparation, induction and professional growth of physical education teachers.

This project aimed to identify and monitor PDHPE beginning teachers’ experiences, support, problems and reflections encountered during the first two years of their induction into teaching. The specific aims of the study were to:

1. investigate the perceived level of satisfaction, competency and relevance of preservice education in preparation for teaching;
4. identify and evaluate induction programs undertaken by beginning teachers during their first year of teaching;

4. identify possible reasons for graduates early retention or separation from teaching as a career

The participants in this study were graduates from a four year double degree program who were completing their first two years of teaching following graduation. From an initial group of 30 graduates 12 completed a questionnaire and seven volunteered to be interviewed. The graduates were aged between 22 and 28 years and completed their degree at the end of 1999. These graduates were teaching in city and country NSW locations and in schools varying in size and ethnicity.

The questionnaire was completed after three terms of teaching in 2000 and interviews were conducted in Term 2 of 2001 with the seven teachers undertaking a one hour personal interview conducted by both researchers. The semi-structured interview assisted to clarify areas relating to the teachers’ induction experiences identified in the responses to the questionnaires, gave them an opportunity to discuss sensitive issues or concerns and allowed for comparative data across subjects (Bogdan & Biklen, 1992).

The questionnaires and interviews sought information in the following three areas:

1. Initial Teacher Education - level of relevance of degree to prepare for present teaching context; perceived level of competence in teaching; satisfaction with their teacher preparation and suggestions for improvement to their initial teacher education program;

2. Initial Teacher Experience - identification of and perceived value of induction programs and professional support provided to beginning teachers; the format of the professional support and induction process; the role and value of supervision in the induction process; the role and value of mentoring in the induction process; suggestions for improving beginning teacher induction experiences/opportunities and overall level of satisfaction with current teaching position;

3. Professional Growth - present level of teacher competency; identification of professional problems/concerns and achievements/successes within and beyond the classroom; current level of commitment to teaching; future professional aspirations and goals and possible reasons for an early career exit.

The questionnaire data were analysed using SPSSPC and the interviews were audio-taped, transcribed and reviewed for thematic elements common across cases. The qualitative data presented in this paper will identity the participants comments by referring to their gender and location with an example of F, Co representing female beginning teacher in a country school or M, Ci, male teacher in a city school. Due to the extent of the data not all information collected and analysed will be presented in this paper.

The data from the questionnaire responses were analysed to determine the level of relevance of the initial teacher education course undertaken by the graduates in preparing them for their current teaching context (Table 1).

1= not relevant to 5= extremely relevant

The practicum/internship (mean=4.9) and the kinetics (practical activities) (mean=4.4) strands were consistently rated highly by graduates who acknowledged the value of their use in the immediate teaching situation These were perceived as "hands on subjects" which has been reinforced by the following comment:

While peer teaches at university were seen by the graduates to have had some value, they did not give student teachers the opportunity to see ‘how kids are going to react .... but with practicum it was like real life and you could put into use what you had learnt’. (F, Co). Similarly graduates found content and strategies learnt in the kinetics strand were able to be transferred ‘straight into the classroom’ (F, Co). This was reiterated by the following comment:

The generic education subjects (mean=2.91) studied across the four years of the initial teacher education program were perceived to have less relevance for the graduates’ current teaching situations. While individual education subjects and topics were considered ‘important and quite interesting’ (eg. aboriginal education, anti bullying), the graduates frequently commented that ‘too much emphasis’ was given to the education strand and the mass lecture delivery format was ‘too theoretical and boring’. This was reiterated in the following comment:

The interviewees were challenged to reflect on their education subjects to determine if the content covered during the lectures made more sense now and could be applied to their current teaching situation. While several of the beginning teachers did not change their opinions, others agreed that due to increased teaching experiences the concepts covered over the four years now had more meaning.

The research strand (mean=2.41) required the graduates to undertake a research project during their internship in the final semester of their course. Graduates questioned the value of this subject and highlighted the lack of preparation in research methods as a major course deficiency. When interviewed they expressed the lack of relevance of research to their current teaching situation. This was evidenced by the following comment:

When questioned further about whether researching what was happening in their own classrooms might improve their teaching, these beginning teachers saw the value of such an exercise but felt that time constraints meant that research was not a priority ‘at this stage’. Another graduate stated:

When questioned about how their initial teacher training could be improved to assist their transition into the teaching profession, once again the practicum/internship became the focus of their thoughts. This is highlighted by the following comment:

The graduates also felt increased time spent in schools allowed more time to ‘develop your own strategies’ and to see ‘what works with different students’. To encourage more reflection on their teaching experiences the beginning teachers were informed during the interview that:

1. the 90 days of practicum/internship undertaken by them during their course were more than most students undertook in similar courses at other NSW universities;
2. the practicum strand was expensive due to the need to pay teachers for supervision;

Despite not being previously aware of these issues, the majority of graduates interviewed were adamant that more time spent in practicum experiences was necessary and that a decrease in the general education strand would allow this to occur.

It was also perceived, especially by those graduates in rural settings, that a practicum outside the local university area would have been beneficial for current students. However, it was also realised that work commitments and increased costs of accommodation might prevent students from taking this option. The need for teaching experiences in different settings was highlighted in the following comment:

Several graduates indicated a need to increase the emphasis given to curriculum knowledge in their degree. Whilst it was stated that they ‘have learnt all different teaching strategies to make it more stimulating for the students.....’,(M, Co) specific strategies for making some of the ‘airy fairy topics’ more interesting and relevant (eg. self esteem, relationships) were needed. Meaningful assessment of student learning in PDHPE was also identified as requiring an increased focus.

The other recommended changes to the initial teacher education course tended to be related to the demands of their current teaching context. A graduate responsible for her school’s dance program would have liked more dance content, a graduate teaching in a distance education centre would have liked strategies to assist her cope with the demands of her situation. Specific strategies for teaching small classes and improving education for boys was requested.

To identify and evaluate the induction programs by beginning teachers during their first year of teaching the questionnaire data was analysed (Table 2).

One form of induction which was undertaken by most schools was that provided by the faculty head teachers with 90% of the beginning teachers experiencing this form of induction. This induction was perceived to be highly valuable to the new teacher (mean=4.18). Opportunities to meet district curriculum consultants were also seen as beneficial for one city beginning teacher.

The supervisory process occurred to varying degrees throughout the first year of teaching. One beginning teacher commented:

whilst a teacher in a small country school explains her supervision:

Confusion existed in relation to the roles of the supervisor and the mentor. Forty two percent of beginning teachers indicated they had formal mentors appointed to assist their induction although the perceived value (mean=2.80) of these was seen as low. In some schools where the role of mentor and supervisor was seen as one, beginning teachers appeared to align themselves to an informal mentor with 33% of beginning teachers establishing these links and reporting them as valuable (mean=3.28). Of interest is the value that the beginning teachers placed on the support from colleagues who were usually in the same faculty (mean=4.58). The importance of this support is explained by one beginning teacher in the following comment:

The major areas of assistance provided by colleagues were identified as:

1. classroom management strategies
2. new ‘fun’ activities for classes
3. programming
4. assessment procedures and report writing advice
5. information on specific classes and students
6. procedures for excursions
7. team teaching opportunities
8. moral support and ‘comic relief on bad days’

Many suggestions were offered for improvement of the induction process by the beginning teachers. Most saw value in a structured process that needed to start on the first day of entry to the school or before the school year begins. School as well as system documentation /programs were recommended. Regular meetings and the opportunity to take part in scheduled observations of other teachers in the school particularly during Term 1 were recommended, as was a reduced teaching load for the first term in the school. The teachers in this study expressed the need for information to go beyond that already provided. District consultants could develop programs to assist beginning teachers plan and implement strategies to deal with such issues as NESB, bullying, violent behaviour in the classroom and playground, report writing, conducting parent interviews and helping to establish networks with other PDHPE beginning teachers. Examples of the latter could include faculty meetings with nearby schools to share ideas, resources, problems and meetings with community groups and agencies to increase understanding and help build positive relationships.

Ongoing support in the form of regular feedback and encouragement was deemed important during the first year of teaching by these beginning teachers. They felt this should be provided initially by those responsible for the formal mentoring and/or supervisory roles, and secondly from colleagues who could offer immediate advice as situations arose. The following comment reiterated this need:

While beginning teachers who were involved in the interviews all had permanent teaching positions, some who returned the questionnaires were in casual teaching positions. These casuals identified differences between the support provided by schools. "Some schools are good at providing assistance, others are below average and it is hard to teach in those schools". (F, Ci)

When asked what role the university could play in the induction process, the interviewees were limited in their responses. Contact between university staff and other beginning teachers through emails or a website were seen as useful as was access to university and faculty resources. In some ways the graduates appeared to have "moved on" from their life at university and did not see the need for any further involvement.

When analysing the professional growth of beginning teachers changes in their commitment to teaching, professional development activities undertaken, support received and future aspirations were considered. The beginning teachers in this study reported a high level of commitment (Table 3) at the beginning of their initial teacher education program (mean=4.00) and retained that commitment after three terms of teaching (mean=4.25).

Comments from the questionnaire indicated considerable individual changes in the level of commitment, with both large increases and decreases noted, as a result of their early teaching experiences. Increased commitments were evident with such comments as:

and:

However, large decreases in commitment were also evident with contextual factors such as low staff morale, disinterested students, lack of teacher support and no permanent teaching positions being cited as reasons. The following comment reiterates some of the reasons for decreased commitment:

It was apparent that the graduates had undertaken many varied and challenging responsibilities during their early months in the teaching profession. These included:

1. planning and implementing new courses
2. teaching other subjects (maths, english, agriculture)
3. teaching children with special needs
4. being a year advisor
5. being a sports organiser
6. being a member of curriculum and other school committees
7. organising excursions, after school activities, sports days, dance displays
8. coaching school sporting teams

For the majority of beginning teachers these responsibilities together with further teaching opportunities generally resulted in ‘increased confidence’ for the teachers and ‘positive rapport with the students’ together with more meaningful relationships with colleagues and the community. This increased knowledge of classroom and school context lead to a reconstruction of self image as a teacher. One beginning teacher explained it with the following comment:

While areas of professional growth appeared consistent across the beginning teachers interviewed, hindrances seemed to be related to their school/community context. Several beginning teachers were disappointed they were not able to teach senior classes as they felt well prepared to teach the new HSC syllabus and were keen to use their knowledge and ideas gained at university. In most cases the senior classes were allocated to senior staff, however, in one instance it was the school structure that prevented senior classes being available. However, for one respondent who had been teaching the new HSC course, it was lack of support (resources) which was her greatest concern.

The small school in an isolated environment was also identified as a hindrance to professional growth. "Our head teacher knows nothing about PE’ was one concern. Lack of opportunity to network due to isolation and limited support was another. One beginning teacher explained:

When asked their needs for future support to enable them to grow professionally, the pedagogical and curriculum content knowledge aspects of their teaching continued to dominate. Specific areas of need included:

1. behaviour management strategies
2. literacy strategies for PDHPE
3. new resources in PDHPE, and
4. further leadership skills

A major concern of employing agencies is the early exit from the profession. Fifty percent of questionnaire respondents indicated that they anticipated remaining in the teaching profession for at least 10 years and all saw themselves teaching for at least three years. (Table 4)

‘Satisfaction with their current teaching position’ (mostly those in small country schools) and ‘enjoyment from seeing their students achieve’ were reasons given for staying in teaching. One interviewee had clearly set goals for himself during these early years stating:

Most agreed that they needed to remain challenged throughout their career. Examples of how that might occur included a change of schools, change of system or location, "better" classes, teaching senior classes and different responsibilities within the school or district.

A variety of reasons were given by those beginning teachers which may result in their exit from the teaching profession. Lack of respect from students, coupled with their inappropriate behaviour and lack of parental support for teachers, were issues frequently discussed. One interviewee explained his frustration this way:

When questioned further in this area most teachers admitted that the percentage of students who caused them concern was small when compared to those who responded favourably to their teaching. Other possible reasons for exit from the teaching profession were:

1. need new & different challenges (F, Ci)
2. want to travel (M, Co)
3. don’t like the politics of schools (F, Co)
4. don’t want to end up an old PE teacher out of touch with students (F, Ci)
5. financial rewards elsewhere (M,Ci)
6. to try other sports related jobs (F,Ci)

The physical education graduates in this study had indicated an obvious preference for a technocratic approach to their initial teacher education program, one that provides them with ‘useful and stimulating’ teaching ideas which they can frequently practice and master in ‘real’ teaching situations. Their perception of what is relevant/ irrelevant is similar to those of students in studies undertaken by Macdonald and Tinning (1995) and Fry and McClung (1996).

Macdonald and Tinning (1995) reported that students involved in a PETE program they investigated displayed a preference for what they termed as ‘utilitarian knowledge’, that is "knowledge selected, justified and valued for its intrinsic outcomes; for employment, for the promotion of elite performance, for discipline or conformity, or for academic integrity" (p.108). The graduates in the current study indicated a clear commitment to teaching at the beginning of their program and have valued the knowledge and skills which they perceive will assist them in their teaching career. The knowledge and skills they have predominately identified have been the ‘what’ and ‘how’ of teaching - the curriculum and pedagogical content knowledge, with little mention given to the ‘why of teaching - an alternative pedagogy that encourages a critical reflection process in all aspects of knowledge including kinetics and exercise sciences (Macdonald & Tinning, 1995).

Feiman-Nemser (2000) believes that there are certain tasks which should be the focus of learning to teach as students move from preservice programs to induction and onto continuing professional development. The central tasks which she felt should guide the preservice programs are the:

1. critical examination of beliefs in relation to visions of good teaching;
2. development of subject matter knowledge for teaching;
3. development of an understanding of learners and issues of diversity;
4. development of a beginning repertoire to promote student learning; and
5. development of the tools to study teaching.

These tasks appear consistent with the philosophy behind the program of study undertaken by the graduates in this study and in line with the Teacher Education Rationale of the university. This Rationale’s stated aim is "to equip student teachers with the skills and dispositions that will enable them to teach effectively, to analyse their own teaching and to develop professionally throughout their teacher education programs and in the future". It was recognised that to achieve this aim, "student teachers need to become reflective practioners as well as skilled performers" (The University of Newcastle Professional Experience Guide, 1999, p.6). The initial teacher education program attempted to address these issues, yet despite this the graduates appeared to have a narrow vision of what was relevant for their development as a teacher of physical education.

Although the majority of beginning teachers in this study had undertaken some form of induction during their first year of teaching, the variation and perceived value of these experiences highlight this as an area of great importance in the beginning teacher’s orientation to teaching. Despite the fact that all of the teachers in this study were teaching in schools which had access to the NSW Department of Education and Training Beginning Teacher Induction Program, only 58 % had been given the opportunity to undertake this program which indicates failure of many school leaders to provide basic support for beginning teachers. A study of beginning teachers in NSW schools undertaken by Fry & McClung (1996) highlighted the inadequacies of these induction programs and the discriminatory effects of not providing these types of programs for casual beginning teachers.

Feiman-Nemser (2000) suggests the actual curriculum in an induction program must take into account the different kinds of preparation new teachers bring and the realities of their teaching context, and must extend across a span of 2-3 years. A study by Williams & Prestage (2000) which reviewed induction programs and issues in the United Kingdom noted that previous initiatives had achieved little success improving induction practice because of difficulties providing guidance relevant to variable contexts. This need for contextual knowledge highlights the importance of faculty induction and the informal support of colleagues which were so highly valued by the beginning teachers in this study. This kind of informal mentoring can work for those teachers fortunate enough to have a colleague interested in assisting them, however, it can also lead to the "reality shock" and the reinforcement of traditional norms and practices rather than promoting more powerful teaching (Feiman-Nemser & Parker, 1993).

Mentors need adequate training and compensation in the form of time to work with beginning teachers. Mentors need clearly defined roles which offer more than just emotional support and technical assistance. They should also guide the professional roles of the beginning teacher helping them to focus on student thinking and to develop sound reasons for their actions. This can be assisted by reducing the isolation between teachers in schools and districts by encouraging a climate of collaboration where networks among beginning teachers are built and ideas shared. The beginning teachers in this study indicated their interest in this type of induction support particularly those in more isolated smaller country schools with fewer immediate physical education colleagues.

This study highlighted the confusion relating to the role of supervision in induction and the incompatibility of assistance and assessment being carried out by the same person (Huling-Austin, 1990). Most beginning teachers in this study received very little informative feedback from their supervisor and rated the assistance from formal mentors of little value. Although Australia does not have competence-based profiling associated with teacher registration in the United States or standards for awarding qualified teacher status as applied in the United Kingdom, the beginning teachers in this study expected some form of assessment and were surprised by the lack of interest and support in their development. In evaluating their own areas of need, strategies to help them deal with NESB students, bullying, dealing with violent behaviour, communicating with parents through report writing and interviews along with desire for networking opportunities with other physical education teachers were identified.

Recommendations from the original Holmes Group Report (1986) in the United States which reviewed teacher education and developed support programs for beginning teachers included ongoing involvement of the university in the career development of beginning teachers in their early years of teaching. The need to formalise these links with schools has long been supported by other researchers (Feiman-Nemser, 1990; Gore, 1995). The recent report of the NSW Ministerial Review of Teacher Education, Quality Matters (Ramsey, 2000) recommends a strengthening of the links and the need to clearly define responsibility for induction and the respective roles and responsibilities of all parties involved in teacher preparation and professional growth of teachers. The teachers in this study, although seeking more support and assistance in their induction into teaching, saw little need for the involvement of the university in their induction in the school setting beyond the internship. Schools and employing agencies cannot build upon initial teacher preparation in the induction phase unless a coordinated effort with the universities occurs. By developing a program that extends and enriches initial teacher education and addresses the contextual realities of teaching it is also providing a basis for ongoing professional growth of beginning teachers.

The early professional growth of beginning teachers in this study highlighted a range of responses which again were influenced by contextual factors. There is a need to move past the traditional/craft perspective of professional growth based on uncritical modeling of current practices (Tinning, 1988) to a broader approach to teaching. Feiman-Nemser (2000) highlighted the central tasks of early professional development as conversation in communities of practice focusing on the particulars of teaching, learning, subject matter and students. Isolation within the school or from colleagues prepared to assist and lack of resources such as funding to allow beginning teachers to undertake such conversations in a formal arrangement were identified as hindrances to this type of development for the teachers in this study.

Most of the beginning teachers in this study had undertaken responsibilities and challenges early in their teaching and had recognised the increased skills and confidence they gained which in turn had contributed to a continued commitment to the teaching profession. The study highlighted the higher levels of both commitment and satisfaction felt by teachers in country schools where the opportunities for involvement and additional responsibilities appeared to be greater. Although the beginning teachers continued their technocratic approach to their role most were able to modify and reconstruct their images of self as beginning teachers, an issue identified as vital for professional growth to occur (Bullough, 1991; Bullough & Knowles, 1991). As they have gained confidence in their teaching situation, a shift in focus from their own teaching to the actions of their students was evident.

This increased confidence could explain why the beginning teachers in this study indicated a greater intention to remain within the teaching profession when comparisons were made with international and previous NSW statistics (Cross, 1991 in Martinez, 1994; Williams & Prestage, 2000). Teacher attrition is a problem influenced by both personal and institutional factors however, there is evidence supporting the role of induction programs in reducing the rate of attrition for beginning teachers (Henry, 1989 in Martinez, 1994). Studies on beginning teacher attrition from the United States have identified the need for schools and employers to; assist graduates to critically evaluate their teaching practices; recognise the impact of contextual factors; and provide the support of qualified mentors as ways of assisting the induction of beginning teachers (Brennan, Thames & Roberts,1999; Yopp & Young, 1999).

This study aimed to examine the experiences and reflections of a group of beginning physical education teachers as they undertook the process of induction into the workplace. This transition needs to be a connected process where preservice educators not only lay a strong foundation in subject knowledge and pedagogical principles and skills, they must encourage and prepare teachers with flexible professional attitudes, skills and understandings. Teacher induction programs and practices conducted by systems and schools need to recognise not only the importance of context and beginning teacher identity, but be prepared to go beyond formal supervision and assessment to encourage skills of inquiry and critical colleagueship. Teachers who undertake this role need to be trained, supported and genuinely capable and interested in assisting new teachers. As the process continues there is a need to sustain professional learning opportunities which are built into the work of teaching, provide access to a wide community of discourse and practice and relate to the questions and concerns of these beginning teachers. The importance and the urgency of the role and process of teacher preparation is clearly identified by Feiman- Nemser (2000) when she states:

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