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The purpose of this paper is to describe the specific nature of school teacher’s professional identity in the context of its stability maintenance in the Soviet and modern periods of Russian society development.

A total of 618 teachers of state comprehensive secondary schools were interviewed with a standardized questionnaire. The survey was divided into four semantic blocks: analyzing how teachers percept their own socio-economic situation; studying the structure of teacher’s social identity and determining the significance of professional identity; determining the nature of teacher’s motivation and professional values; and assessing the degree of labor precariatization.

This paper shows that a school teacher job had public prestige, social-labor and material guarantees, as well as ideological support from the state in the Soviet Russia. The excessive administrative burden, high social demands for teacher’s performance in the context of deteriorating economic situation in the country create risks for positive professional identity of teachers and, as a consequence, for societal integrity.

This study is relevant as it provides empirical measurements and substantiates macro-social effects of teacher’s professional identity. The excessive administrative load and high social demands for teacher’s performance in the context of deteriorating economic situation in the country create risks for maintaining the positive professional identity of teachers and, as a consequence, for societal integrity.

The purpose of this paper is to scrutinize the transition from university to working life through different theoretical approaches. Inspired by Barnett the paper also asks: What is it to learn for an unknown future? According to Bartlett neither knowledge nor skills are sufficient to enable success in the contemporary world. What is needed are certain kinds of human qualities and dispositions. The paper seeks to introduce two examples that help us to analyse the phenomenon from the perspectives of higher education and working life.

The data consists of an interview on pedagogical practices in actor training and of group mentoring discussions in a teacher community.

Based on the observations, the educational process itself with its disturbing factors, the transition to working life, and finding one's place in it are all sites that provide their own challenges for an unknown future. The contradiction between security and the unknown inscribed in them produces uncertainty. Furthermore, the paper maintains that self‐challenge is one of the dispositions needed for living with uncertainty.

Dialogic mentoring is a tool by which the problems and contradictions raised by daily practices can be challenged. Some of these contradictions may have their roots in unsolved challenges during education, and then have to be shouldered by the work community. The concept of dialogic mentoring is a fruitful pedagogical tool in preventing and reducing work‐based stress and exhaustion experienced by newcomers in work communities.

This article argues that memoirs from within a humanistic sociological framework can provide a measure of balance sometimes lacking in accounts reliant entirely on contemporary documentation. Evidence from the case brought in 1943 against the junior teacher system in South Australian schools, while persuasive, provides practically the only evidence for any subsequent history of the period. Memoirs of former junior teachers from this time, however, present quite different views on several of the major charges against the system and generally illustrate certain benefits in lengthy periods of practical experience. Juxtaposing these accounts provides for a better balanced and more useful account of a generally neglected period of educational history. Such a re‐visioning is timely in view of increasingly widespread concern about the practical side of teacher training and calls from within training circles for a significantly longer introduction of trainees to the realities of the classroom.

This study scrutinised Shanghai junior high school teachers’ emotions and emotion management strategies in relation to teachers’ work settings and content. A mixed-methods approach was applied to collect data via field observations, interviews, and a quantitative survey. The aim of this study was two-fold. Firstly, it aimed to identify the typical work settings in which teachers experienced work-related emotions. Secondly, it aimed to reveal teachers’ priority work in school and how it affected teachers’ choices of emotion management strategies.

The data were analysed through the lens of emotional labour theories and professional agency theories. Findings showed that classroom teaching and the professional learning community activities were two typical settings in which the teachers experienced the most intensive emotions. Most Shanghai teachers managed their momentary emotions by either genuinely expressing their emotions that matched their roles and the scenario, or by purposely suppressing emotions to meet social and organisational expectations. Furthermore, most teachers adopted the long-term mood regulation strategy by aligning their emotions with long-term goal achievement in the future. As professional agents, the Shanghai teachers did not only manage their own emotions at work using these two strategies, but also managed students’ emotions as part of the moral education.

The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education?

A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012.

The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules.

The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

The purpose of this paper is to explore the essence that is, the nature of organizational responses to efficiently resist enforced change in institutionalized work practice destined to address poor organizational performance. The micro-foundations of the cognitive logic that are activated when organizations face change are hereby conceptualized.

Using a case study design, the study focusses on narratives of a failure to implement a regulatory enforced change in work practice at a military academy established in the 1600s. The interviews are complemented by secondary data.

The analysis reveals a cognitive framework by which the members of the organization shaped their responses. By building on micro-foundations for mobilizing resistance (i.e. the essential substance at a micro level), this study shows how the cognitive logic is activated to respond to change. To show how the cognitive logic is used to mitigate and compensate for incongruences with the regulatory logic, this study outlines a set of strategic resistance maneuvers and cognitive resistance forces that restrict regulatory influence on change in work practice. This study thus provides insights into maneuvers and resistance forces that members may activate to resist change efficiently.

To the author’s knowledge, this is the first study to attempt to conceptualize the essence of the cognitive logic activated to resist organizational change.

Suggests that the research literature provides no clear perspective of the tasks needed for effective instructional leadership and no definitive set of traits for instructional leaders. Describes a study which sought to develop a theory of instructional leadership grounded in data from practising administrators and their teachers. Grounded theory served as both the theoretical structure and research design. Findings indicated effective elementary instructional leaders engaged in a variety of strategies designed to balance power inequities in their school and school community. The strategies are not linear and not all are used by every administrator; they occur both simultaneously and at varying times, building on each other. The theory known as collaborative power was developed as a model designed to equalize power inequities, fostering instructional leadership strategies and perspectives at the elementary level.

The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education.

The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data.

The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society.

The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions.

The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes.

The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.