From Beginning to Experienced Teacher: a study of the professional development of teachers during their first four years of service

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Abstract
This article presents a report of the results of a longitudinal study of the professional development of beginning teachers during their first four years of service. In this study, which must be considered as being the sequel to a previous study on problems of beginning teachers, a qualitative methodology is again used. During four consecutive years data were collected through structured half‐open interviews with a group of 14 teachers in secondary education. The open answers to the interview questions were analysed, arranged and compared. Based on the data collected, an overview is elaborated of the various aspects of the professional development of the teachers of the group.

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