Editorial

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Notes

1. ‘Induction’ is defined here as the first three years of work in teacher education (see Harrison and McKeon, in this issue, and Murray and Male 2005, for further discussion of the concept of induction for teacher educators).

2. Van Velzen et al. (in preparation) report on a comparative study, conducted collaboratively by nine RDC members, in which semi‐structured interviews with new teacher educators were used to explore the induction experiences of a small sample of new teacher educators in five European countries and the USA. As Harrison and Mc Keon (in this issue) note, the findings of the Van Velzen et al. study show fascinating and ‘diverse patterns and forms of participation in teacher education, as well as complex institutional settings’. Harrison and McKeon also note that, despite this diversity, the study also indicates ‘some commonalities in induction experiences’, which require further investigation.

3. Yaffe (2007) gives an overview of the rationales which have contributed to the RDC's development of the special issue. This document also provides a powerful account of the author's personal and professional development at a time when she led an action research project in Israel with a group of newly qualified teachers (NQTs) (see also Harrison and Yaffe, forthcoming 2008). Yaffe (2003, 2007) argues that self‐study has permitted an articulation of her professional learning which has been rooted in and articulated through her professional activities as a teacher educator.