This study used the narrative-biographical and micro-political perspectives as a theoretical framework to explore how beginning teachers experienced the induction phase, focusing on their experience with professional socialization and ways in which they were confronted with the micro-political realities of schools during induction. Participants…

The professional development of teachers, conceived of as the qualitative changes in teachers' professional behavior throughout their career, was studied through a procedure called "stimulated autobiographical self-thematization." Ten primary school teachers from Flemish Belgian schools were asked to reflect on their careers so as to…