Although the turnover rate among beginning teachers has been a major concern for some time, most studies do not link teacher retention with teaching practice. In contrast, this study looks specifically at career decisions coupled with practice. Guided by a view of teaching as social and cultural practice, the study used multiple qualitative data sources, including extensive observations, interviews, and samples of teachers' and students' work. Based on within and cross-case analysis of 15 cases at four distinct time points within a 5-year period, the authors identified multiple patterns of teaching practice linked to early career decisions, which reflect considerable variation in quality of teaching and career trajectory. The authors argue that ''stayers'' and ''leavers'' are not homogeneous groups, as is often assumed in research and policy. Rather, there are multiple variations of practice coupled with career decisions, some desirable and others not, with different implications for policy and practice.

This mixed-method study utilizes survey and interview data reflecting teacher candidates’ beliefs about intercultural competence to identify areas of targeted support in teacher preparation. Intercultural competence is operationalized by performance on the Cultural Intelligence Survey (CQS) identifying relative areas of strength and weakness in four dimensions. Participants reported awareness of cultural differences and motivation to interact with those from other cultures, with less confidence in their knowledge base and ability to adapt behavior in intercultural interactions. Qualitative data provided explanatory support for understanding how program elements influenced intercultural competence along a developmental trajectory of learning.

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Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after relocation, and nonrenewal of contract. Data included interviews, observations, participants' assessments, and pupils' work. Cross-case analysis suggests that no single teacher attribute or workplace condition determined teachers' career decisions; rather, teachers' ability to refigure their identity within the figured world of teaching shaped career trajectory. Key factors such as ability to address disequilibrium, teacher identity, agency, and collaborative capacity are examined. Implications call for pre-service preparation and professional development to navigate cultures of schools, amended administrative

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