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Engelse samenvatting178experience significantly more mutual trust than starting teachers at mainstream schools without an explicit vision. It is possible that young people in Reformed circles are more accustomed to listening to others, especially older people, which may give them the confidence early in their careers to share what they find difficult with more experienced colleagues.With regard to the second research question, in the exploratory comparison between mainstream education and Waldorf education in chapter 2, it appeared that the professional development of Waldorf teachers was more focused on Waldorf pedagogy and was thus related to the school’s vision on student learning, while the focus on student learning in the mainstream school was missing. Concrete examples of peer review involving video observations of lessons illustrated that teachers worked together in practice and focused on professional development. Teachers in the mainstream school, on the other hand, preferred to work individually or in small groups of like-minded people, limited their collaboration to exchanging experiences and materials and some even seemed to prefer individual courses elsewhere. In the quantitative follow-up study in chapter 4, we tested the results of the quantitative exploration against a scale of items about joint, targeted professional development in practice. Joint, targeted professional development takes place more at schools with an explicit school vision, regardless of what that vision is based on, than at mainstream schools without an explicit vision. If we look specifically at career phases, we see that this difference is only significant in the first career phase (0-4 years of experience). In other words: starting teachers at Waldorf schools, Reformed schools and traditional educational renewal schools say that they work together on their professional development and are focused on the vision of the school more than starters at mainstream schools do. In subsequent career phases, the differences are no longer significant, except in the last career phase. Teachers from traditional educational renewal schools with 25 years of experience or more describe significantly more joint, targeted professional development than veteran teachers from mainstream schools without an explicit vision. This career stage is one in which teachers who have taken the positive turn at the crossroads of their ‘midlife’ accept teaching as a vocational destination. For teachers at Jenaplan, Dalton and Montessori schools, the educational approach of the schools can play a role in arriving at the answer to the question “Why did I become a teacher?”.The differences between schools with and without an explicit vision on the second research question are probably related to the differences we found for the first research question. Shared beliefs based on the school vision organically facilitate mutual trust (Bryk Ester Moraal.indd 178 22-09-2023 16:13