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peer-reviewed It has been noted that individual characteristics and workplace factors have rarely been combined to gain a more holistic understanding of teachers’ career trajectories (Rinke, 2008. Understanding teachers’ careers: Linking professional life to professional path. Educational Research Review, 3(1), 1–13.; Schaefer, Long, & Clandinin, 2012. Questioning the research on early career teacher attrition and retention. Alberta Journal of Educational Research, 58(1), 106–121). This paper considers the mutual relationship between individual and contextual factors of five physical education teacher education graduates to gain a greater understanding of teachers’ career trajectories. Data was collected through interviews and living graphs. Results of the study suggest that both individual dispositions and contextual factors influence the career trajectories of physical education teachers in Ireland to varying degrees and with varying consequences. While the career trajectories of qualified physical education teachers in Ireland are individual and complex, there appears to be a consistency across the teachers that, as they spend a longer time teaching in schools, they withdraw from their initial strong and proud identity as a physical education teacher in favour of identifying with teaching their elective subject. There are a number of ways in which this worrying trend can be addressed; (i) focus on physical education teacher education programmes and ensure that preservice teachers have an opportunity to explore and share their individual dispositions, (ii) understand what school contextual factors are likely to/will support and foster their dispositions, and (iii) appreciate how these dispositions might impact their ability to negotiate the realities of teaching physical education in Irish post-primary schools. peer-reviewed

The paper describes research carried out in the framework of the study of representations of professional identity. The aim of this paper is to study the image of the career structure and its structural elements. The study was conducted on a sample of 635 people, among them - 388 women and girls and 247 boys and men. The empirical study was carried out on the basis of faculty «State and municipal management» (students of 1 and 5 courses) and «training of civil servants», Russian. Career image includes three components: structural; informative and emotional evaluation. The content of the career image components changes depending on what stage of professional development the personality is. The structural component in the process of professional development varies from amorphous and ill-structured at the first stage of professional development to a clear and specific at the last stage of professional development. The career trajectory changes as follows: at the first, third and fourth stages of professional development the most characteristic is the graph of a career «vertical», and at the second stage it is «plateau». As to the content of career image we can note that the most common for all stages of career development is the dominance of financial goals. Emotional-evaluative component of the career image is maximally differentiated at the second stage of professional development, at all other stages the career image has a common neutral color.

The purpose of this study was to investigate Australian physical education (PE) teachers’ career intentions and factors influencing their intentions. A sample ( N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers’ work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to leave PE related to: non-use of expertise, workload, school administration, and lack of opportunities for personal and professional development. Consideration should be given to mediation strategies that serve to elevate physical educators’ needs satisfaction for teaching autonomy, competence and relatedness. Personal and professional advancement in schools to help maintain all teachers, particularly experienced teachers, appears warranted. PE teachers’ workload is considerable and worthy of review with the intention to extend their use-by-date and retain their experience-enriched expertise.

Background: Early-career researchers, students, young professionals and/or people changing career often have limited networks, or awareness of job prospects in their field of choice. Integrated care as a career field can be tricky to navigate, due to the differing understanding of what integrated care means across organisations, locally, and all across the world, funding availability for integrated care, and prospective employer’s maturity and commitments towards working in the integrated care space, just to name a few reasons. It is difficult to plan your future career when you are not aware of the prospects. Aims and Objectives: The main aims and objectives of this workshop are for participants to: • Learn about different career choices within the integrated care field • Discuss mentoring and its benefits • Discover effective pathways towards working in integrated care Format (timing, speakers, discussion, group work, etc): Each of the four panel members will spend 10 minutes discussing their career pathways, delivered in a way that provides tips and lessons-learned along the way to ensure the presentations are practical and captivating for participants. The final 20 minutes will be a question and answer session, fielded from audience members. The discussant will facilitate the workshop and explore the following topics, as well as any additional questions from the participants: • So, I have a PhD, now what? • Where to find a mentor, and what to expect • Researching in health when you’re not a health professional The panel members will come from the following backgrounds, from around the world: • Researcher • Policy maker • Practitioner / Program Manager / Implementor • Clinician / Medical lead Target audience: This workshop has been designed for early-career researchers, students, and young professionals working in the integrated care field to hear from a panel of experts working in the integrated care field. Learnings/Take away: Participants should feel inspired about the prospects and opportunities that exist in the integrated care field, and also that they have more of an idea on how to create their own opportunities and advance themselves.

Career is one of the most important sources of personality self-awareness, self-esteem, self-expression, social status and life income. Human satisfaction with their career affects all areas of life. The balance of human life depends on career, which consists of the most important areas of human life: love, finances, social activity, leisure, physical environment, personal and spiritual development and health (Clawson, 2010). Career is the attitude and human behaviour related with work experience throughout life. Career trajectory is perceived like professional life and work experience of personality projection in his/her biography. It highlights the human career stages, values and career satisfaction dynamics. Human career trajectory is determined by internal (education, qualification, aims, expectations, personal attitudes and values) and external (social, economic, political) factors. There are still not enough research that are intended to reveal the specific factors of professions and career trajectories. Therefore, what does the career trajectory of social pedagogue look like? What factors determine the particular profession career? These are the research questions of this article.The object of research - social pedagogues’ career trajectory. The aim - to reveal the factors of social pedagogue’s career trajectories. The article consists of three parts. In the first one it is theoretically the factors of social pedagogue career are grounded. In the second the research design is rationalized. The third is dedicated to the factors those influence the career trajectories of social pedagogues. Research methods: the analysis of scientific literature; semi-structured interview; qualitative content analysis. The results of research revealed that the trajectory of social pedagogue is determined by both internal and external factors. Trajectory has a clear layout in time, there are turning points, changes; each career stage is determined by various internal and external factors.

The Association of Pathology Chairs Senior Fellows Group provided reflections on activities that have kept them engaged and inspired after stepping down as chair. They offered advice to current chairs who were considering leaving their positions and also to individuals contemplating becoming pathology chairs. A majority (35/41) responded: 60% maintained teaching/mentoring activities; 43% engaged in hobbies; 40% took other administrative positions including deans, medical center chief executive officers, and residency program directors; 31% continued research; 28% wrote books; 20% performed community service; 14% led professional organizations; 14% developed specialized programs; 11% engaged in clinical service; and 11% performed entrepreneurial activities. Most individuals had several of these activities. One-third indicated that those considering becoming chair should be able to place faculty and department needs before their own. One-fourth emphasized the need to know why one wants to become chair, the need to develop clear goals, and the need to know what one wants to accomplish as chair before applying for and accepting the position. More than half (57%) indicated that before stepping down as chair, one should have a clear plan and/or professional goals that can be served by stepping down. Some even suggested that this be in place before applying for the chair. Almost two-thirds (63%) indicated they had no regrets stepping down as chair. These findings may be valuable to those contemplating stepping down from or stepping into any department chair position or other academic leadership role.