Abstract
Institutional changes that occur over the course of a teaching career may pose a problem and alter the teacher’s perception of his or her profession. Drawing on a case study in physical education (PE), this article aims to offer insight into the way teachers give meaning to their professional experiences. It also emphasizes the position they take on official instructions and the way they get involved in their work environment.The findings highlight the connection made between one’s personal experience and changing conceptions of the discipline one teaches. The findings also bring to light the need for recognition from within or outside the school system. Finally the findings reveal the extent to which the teacher builds a coherent world while managing to come to grips with various tensions. Both conceptions and personal values account for the choice of strategies and forms of involvement. They contribute substantially to the construction of a professional identity and may shed light on problems related to teacher training.