A Synopsis on Teachers’ Learning during Early Stages of Professional Practice

AbstractThe paper reports on findings of a comparative study exploring how beginning teachers form their understanding of the practical context of the school once they have graduated university-based initial teacher education and enter the field of professional practice. The research data was collected in Romania, Norway and England, over the period of one academic year in 2010-2011 employing a survey inventory, interviews and document analysis. Findings of this study indicate that forming a relevant understanding of the learning taking place during early stages of professional practice requires approaches that dwell deep into the discoursive practices contextualized in inter-individual actions as well as those of the institutional, societal, cultural and historical grounds for learning actions