Within change literature, pace and frequency of organizational change are reoccurring topics. The pace is experienced as high and the frequency of change within organizations appears to be growing exponentially.This lead to study to more extent ‘change fatigue’ that already receivedattention in both practice-oriented and scientific literature. Despite this attention, the origin, consequences and implications of change fatigue still remain unclear until today. Lack of acceptation and agreement on the necessity of the change can result in negative attitudes, like “BOHICA: Bend Over Here It Comes Again”. We constructed a change fatigue instrument that was studied in relation with important aspects of communication change as well on resistance to change and uncertainty. The relevance of this construct can be traced back because of the strong relations we found in this study.
Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.
Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.
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