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It is generally recognized that the first year of teaching is a critical time in the professional life of a teacher. It is a major life change from the role of student to teacher and working adult, from one who is guided and directed and stimulated to one who guides, directs, and stimulates (McDonald & Elias, 1983, p. 14). The neophyte teacher becomes part of the profession Ryan once described as the "ranks of the chalk-soiled, ink stained, over-challenged, undersupported, memo-ridden, privacy riddled, patience-worn, school fatigued, lovers of children and ideas" (1970, p. vi). Unlike other occupations, beginning teachers assume responsibilities similar to those who have been teaching for 20 years (FeimanNemser, 1983; Little, 1987; Locke, 1984; Lortie, 1975). Many new teachers describe the transition as a period of great anxiety (Huberman, 1985; McDonald & Elias, 1983) and experience reality shock (Veenman, 1984). Weinstein (1988) described reality shock, formed during teacher training, as the collapse of the new teacher's missionary ideals by the harsh and crude reality of everyday classroom life. The ordeal, Weinstein argued, stems from "unrealistic expectations and the difficulty of teaching in general" (p. 31). Problems of beginning teachers have been attributed to the lack of adequate professional preparation (Borko, 1986), the situational conditions of the school environment (Little, 1987), and the personal characteristics of the new teacher (Jordell, 1987; Ryan, 1980). Veenman (1984) suggested they have to do with teaching a group of students, with teaching as a profession, and with the influence of the profession on the individual. Bolam (1987, p. 747) noted that while there has been a steady stream of research on beginning teachers since World War II, recent researchers in the United States have tended to ignore the issue. McDonald and Elias (1983) conducted a National Institute of Education review of the literature on problems of beginning teachers. Despite glaring weaknesses in the studies reviewed, they found "remarkable homogeneity in the conclusions which were drawn [from these studies]" (p. 8). Beginning teachers reported their first year of teaching as "a period of great anxiety and fear, even trauma .... They felt unprepared to manage classes and worried greatly about 'controlling' them" (p. 4) because "they did not know what to do to master such fundamental teaching tasks as managing, planning, and organizing" (p. 15). With a few exceptions, research on beginning teachers has been almost nonexistent in physical education (Freedman, 1985; Housner & Griffey, 1985).

Failing Gym Is like Failing Lunch or Recess: Two Beginning Teachers’ Struggle for Legitimacy