Second career teachers (SCT) are key role models in vocational education (VE) because they prepare students for the vocational practice they were part of, and they bring up-to-date vocational knowledge and skills into VE schools. Therefore, the early leaving of SCTs in VE is a problem, adding to the …

This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual …

This study gains insight into impact of professional identity tensions in terms of affective appraisal and behavioral response. Data consisted of 126 semi-structured reflective journals from early career teachers collected during one school year. Affective appraisals were 'low' (no impact on daily functioning, …

To maximize learning opportunities in physical education, a range of conditions need to be met. One of the most crucial conditions is qualified physical education teachers. This prompts us to suggest that it is crucial that physical education teacher candidates engage in meaningful, relevant, and worthwhile …

This two-year longitudinal study explores how an earlier international teaching experience influences the way six newly qualified teachers perceive their current teaching practice and professional self-understanding during personally significant experiences. The concept of an experiential continuum, …

Literature reveals that beginning teacher educators are dealing with organisational and professional difficulties in their induction period. At the Teacher Education Institute of Fontys University of Applied Sciences in Tilburg, The Netherlands, a special induction programme was developed for the induction …

The attention for teacher educators as professionals and their professional development is indeed increasing. While much of the attention has been directed to novice teacher educators little has been paid to experienced teacher educators and their particular developmental activities. This paper presents …

The quality of mentoring in teacher education is an essential component of a powerful learning environment for teachers. There is no single approach to mentoring that will work in the same way for every teacher in each context. Nevertheless, most mentor teachers hardly vary their supervisory behaviour …