摘要：The article reports on findings of a study-in-progress exploring how beginning teachers form their understanding of the practical context of the school once they have graduated from a program of initial teacher education and enter the field of professional practice.Data collected in a survey exploring the degree of professional satisfaction,sense of professional and institutional support and conceptions of learning of 150 beginning and experienced Romanian teachers working in secondary education serve as empirical support for the claims and discussions presented.Data was analyzed in relation to developments of policies concerning teacher education in Romania.This work is supported by CNCSIS-UEFISCSU,project number RU_PD 21/2010.
