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Few studies have focused on how university faculty learn and understand expectations of their professional role. The purpose of this study was to describe the experiences of five female physical education teacher educators in their first positions as assistant professors in research oriented universities. Data were collected using primarily qualitative methods--weekly journals and in-depth interviews. Quantitative data were gathered to compare organizational factors such as salary, load allocation, equipment, and travel funds. Data yielded five main categories concerning how and what participants learned about their faculty roles. These categories included participants' perceptions of (a) organizational structure and job facilitation, (b) work tasks, (c) support systems, (d) evaluation and feedback, and (e) participants' psychological states. All participants reported experiencing role ambiguity and stress. Clear criteria for job performance, collegial support and mentoring, and regular evaluation and feedback were cited by all participants as important factors for reducing stress and facilitating their roles as faculty.

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Teacher educators often are criticized because it is felt that they live in an ivory tower and are out of touch with the current realities of public schools. This paper describes how physical education teacher educators perceive their relationship with public school professionals. Fifteen participants were interviewed from both university and college settings, eight women and seven men. They were interviewed on three occasions, each interview lasting from 60 to 90 minutes. A common thread connecting the experiences of the participants was their awareness of an implicit hierarchy between the status of individuals employed in schools and those in universities. This creates a social barrier that teachers and professors alike must confront if they are to achieve functional parity or any degree of mutual comfort in collaborative relationships.