Teacher development, support, employment conditions and careers continue to be issues that warrant further discussion in numerous EU documents (Jensen et al., 2012; Schleicher, 2011). Working conditions affect a difficult transition for newly qualified teachers into the workplace and result in ‘reality shock’, ‘wash out’ and ‘isolation’ and, in the case of experienced teachers, has resulted in ‘burn out’ (McGaha& Lynn, 2000; Lawson, 1989).  While it may be impossible for teacher education programmes to replicate certain school contexts, there is evidence to suggest that teachers are not prepared for the realities of school sites as, during their teacher preparation programme, pre-service teachers (PSTs) remember ideal conditions that are more than likely not reproduced when teaching in schools (Eldar, Nabel, Schechter, Talmore&Mazin, 2003; Wright, 2001).  Subsequently, some teachers question the worth of their teacher preparation (Grossman et al., 1999). This paper is part of a larger study that set out to investigate the similarities and differences that exist in beginning teachers’ (BTs) and experienced teachers’ (ETs) experiences of teaching physical education. The study contributes to our understanding of the complex relationships evident in PSTs’ transition from university to the workplace (Siedentop, 1990) and in teacher retention (Cochran-Smith, 2004). The focus of this paper is on workplace conditions, i.e., significant variables that affect teaching performance, influencing teachers’ perception of their success and their role as physical education professionals in the school (Stroot & Whipple, 2003). The intent is to identify issues that arise within the first year of teaching and appear to embed themselves as practices for ETs, as well as issues that arise for BTs but are addressed as one becomes more experienced in teaching. This study identifies the extent to which appropriate and fair teaching assignments and working relationships with colleagues encourage teachers to remain in the profession. In highlighting the predominant working conditions that impact on BTs’ satisfaction and work commitment, and the extent to which the conditions continue or cease to continue as they move to becoming ETs, teacher education programmes can strive to more competently address such issues.

Glaser (1996) proposes emerging expertise (illustrated by three stages) as a change in agency over time. The stages convey a changing agency during learning, from supported learning to an increasing level of autonomy in regulating and monitoring (Berliner, 2001 & 2004). While Glaser presents the three stages related to acquiring expert performance across a number of disciplines and professions, the focus for this study is on teaching. Glaser terms the first stage as ‘externally supported’ and involves environmental structuring for the initial acquisition of skills needed by the novice teacher. In this stage, the dedication, interest and support from practitioners in the field of teaching (e.g., other teachers, teacher educators and principals) and significant others (e.g., peers and parents) influence the experiences of the novice teacher. Glaser terms the second stage as ‘transitional’ and is characterized by a reduction in the reliance of support from practitioners in the field and significant others. Here the teacher undertakes more guided practice as a mark of their apprenticeship in the field of teaching and begins to appreciate the role of self-monitoring and self-regulation as they strive to achieve high standards of performance as a teacher. The third stage is termed ‘self-regulatory’ and denotes the teacher controlling their own learning environment and determining the extent to which they take on feedback and subsequently challenge their own development as a teacher.

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