Experiential continuity: how newly qualified teachers’ past international teaching experiences influence their current personal interpretative framework

Peter MeskerFaculty of Education, HU University of Applied Sciences Utrecht, Utrecht, The NetherlandsCorrespondence[email protected]

http://orcid.org/0000-0001-5513-0812

Hartger WassinkScientific Forum, NIVOZ-foundation, Driebergen, The Netherlands

http://orcid.org/0000-0002-3810-5997

Cok BakkerDepartment of Philosophy and Religious Studies, Utrecht University, Utrecht, The Netherlands

http://orcid.org/0000-0003-1746-9449

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Hatice Çıralı Sarıca & Yasemin Koçak Usluel. (2022) Pre-service teachers’ future professional self-understanding: a reception study through teachers’ digital stories. Journal of Education for Teaching 48:2, pages 159-177.
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G. Fransson, J. Holmberg, O.J. Lindberg & A.D. Olofsson. (2019) Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts. Oxford Review of Education 45:1, pages 102-118.
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