Professional Identity Development through Incidental Learning

The book delves into the evolution of professional identity among trainee teachers in the Further Education and Skills sector, highlighting the impact of incidental learning on this development. It critiques the ongoing revisions of teaching standards and qualifications, advocating for a holistic approach to professionalism that values informal learning experiences over rigid criteria. By examining the dynamics of professionalization since the 1990s, the author emphasizes the importance of recognizing the nuanced ways in which educators grow and adapt in their roles.