Abstracts - Earli

and advice from experienced colleagues and supervisors are important activities in order to learnfrom an error. In the second study, two approaches for the measurement of the engagement inlearning activities were developed and compared. The findings indicate that presenting cases oftypical errors to the subjects and asking them, in which kind of learning activities they wouldengage in such a case, seems to be a viable way of assessing error related learning. This method isapplied in the third study, in order to investigate whether psychological safety in the work teamand individual error orientation are predictors for the engagement in learning activities after anerror.What autobiographical narratives tell about the development of expertise?Eero Ropo, University of Tampere, FinlandAnna-Maija Gustafsson, University of Tampere, FinlandPurpose of this study was to investigate experts’ descriptions of their own development andlearning of expertise. The study is qualitative and applies narrative methodology. The subjects ofthe study were nine experienced professionals, men and women, who represented differentprofessions. Data were gathered by thematic interviews in which the subjects were asked to tellabout their earlier life history, growth, self and identity and learning experiences. Results showedthat professional learning seems to have autobiographical roots. Learning was described in the dataas a discursive process and several different discourse types could be identified from thenarratives.Perceptions of professional identity and social status among beginning teachersPoria Kalay, Levinsky College of Education, IsraelBella Gavish, Levinsky College of Education, IsraelMalka Kohen, Levinsky College of Education, IsraelHava Gonen, Levinsky College of Education, IsraelThis study examines the perceived public status of teachers and its role in forming beginningteachers’ professional identity. The qualitative research consisted of 30 interviews with beginningteachers and 152 open questionnaires administered to beginning teachers at a college during theirinternship meetings. The findings indicate low public perception of teachers’ status,notwithstanding positive professional perceptions and feelings. Teachers’ need to give to pupilsand exert professional control helps them cope with the dissonance between public perception andtheir desire to continue teaching, and with other professional gaps. This study clarifies beginningteachers’ difficulties, particularly those deriving from dissonance between perceptions andbehavior, offering effective coping methods.– 764 –