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The aim of this study is to analyse the experiences of student teachers and mentors regarding in‐service teacher‐training or the “Learning in the Workplace Trajectory” (LIW) in Flemish secondary schools. How is this trajectory perceived by mentors and student teachers, i.e. do their individual expectations and capacities match with the formal guidelines implemented by the teacher‐training institutes (and how)?

This study investigates the LIW trajectory on a pragmatic level, using qualitative research methods such as semi‐structured interviews. The focus of this study is twofold: coaching during the LIW trajectory and evaluation during and at the end of the LIW trajectory.

The majority of the respondents (mentors and student teachers) indicated that adequate communication and partnership between school and teacher‐training institute (on both organizational and individual level) is essential for a successful trajectory. The challenges which both organizations have to face in order to establish an effective partnership and to effectively guide future student teachers towards their future profession, were made transparent: invest in intensive coaching and install structural involvement of both school and institute during the trajectory.

This study was limited to a qualitative methodology and therefore has very few universal implications. Furthermore, this study originated from a practical point‐of‐view, with no interest in finding new theoretical insights on workplace learning.

This study shows that without sufficient financial and structural support from the government, schools and teacher‐training institutes are left facing the challenges (finding ways to invest in and increase coaching the LIW student teachers and structural involvement in the organization of the LIW trajectory of schools) on their own.

This study aimed to highlight the perspective of student teachers and mentors – in other words to see this “Learning in the Workplace Trajectory” through their experience, as they experience(d) it in order to get a look inside the daily practice of both LIW students and mentors during coaching and evaluation.

Consecration represents the most definitive form of legitimation in every cultural field. Complementing previous research focused on individual, contextual, and structural conditions underpinning consecration, this paper takes a sequence analytical perspective and explores whether diverse creative trajectories are more frequently associated with consecration. We introduce the notion of signature style and the pace of category spanning as key features for consecration. We argue that a consecrated signature style is just as likely to result from a producer’s adherence to a specific style over time or from a consistent (and fast-paced) category-spanning creative trajectory. The resulting identity will be specialist in the first case, eclectic in the second. We analyze the stylistic trajectories of 863 electronic music artists and find robust support to our hypothesis. The analysis is corroborated by further exploratory findings that identify intriguing questions for future research. By examining the organization of creative journeys in the career of cultural producers, this paper emphasizes the importance of considering the unfolding and rhythm of creativity over time. This temporal perspective sheds new light on the dynamics of distinctiveness and consecration in cultural fields.