This study examined the primary school principals’ perceptions of ‘trust’ in their mentoring experiences at different career phases. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals in Istanbul. As a follow-up study, focus groups were carried out with 50 school administrators at various career phases. Results of the study showed that in different career phases, trust played a crucial role in maintaining the collegiality in the principals’ mentoring experiences.

This article describes a university-school partnership which was formed to develop a community-based model (CBM) of teacher preparation that placed pre-service teachers in urban schools for a full year. The authors wished to explore the sustainability of the CBM of teacher preparation. Data were collected through surveying faculty and both pre-service and new teachers who graduated from the CBM-based teacher preparation program. The article considers the common concerns and disparate roles that the three groups considered paramount in preparing new teachers for urban schools.

This article examines how pedagogical reasoning and action might occur in the digital age, comparing Schulman’s model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. Furthermore, the teachers in the study could have benefited from experiencing the implementation of a edagogical reasoning and action model that was aligned with ideas about knowledge, teaching and learning in the digital age.

Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments. The authors’ first claim is that the role of the state is necessarily limited to articulating the minimal moral rules and obligations. The authors’ second claim is that teachers have to take responsibility for defining the optimal dimension of their professional morality. The article ends with some practical implications of the theoretical exposé.

The article illuminates three early–mid career teachers’ self-study inquiries, focusing on mask work. Through mask inquiries, the teachers constructed, deconstructed and disclosed to themselves narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases.

This paper reports on an exploratory study of beginning teachers’ experiences in one secondary multi-ethnic school in Flanders. Semi-structured interviews were conducted with six beginning teachers and two mentors. The authors concluded that the structural and cultural working conditions as well as the personal belief systems of the teachers were essential to understand the actual impact of the multi-ethnic character of the school on new teachers’ job experiences. Due to the mediating role of these factors, beginning teachers do not consider the multi-cultural character of their working environment as problematic as such.