Abstract
This study describes and interprets the beginning teacher's experience in Physical Education during her first teaching year. The method to describe and interpret her experience is based on a primacy allowed to her emotions during her experience, to her preoccupations in front of their students, and to the way she copes with her preoccupations into action. The results indicate how teacher's emotional tonality and preoccupations format her action during ordinary teaching situations. They show the usefulness of revealing the subjective dimension of beginning teacher's professional experience in teacher education programs.