Preface Imagine that you are an educatorinvolved in the professional learning of teachers and school leaders for manyyears. Year after year, you hear various stakeholders comment that teachersand school leaders have completed the postgraduate Diploma in Education(DipEd) but are not practising what they have learnt. After hearing this forsome time, the authors became determined to investigate why this statement wasbeing made and what was happening to graduates' practice once they completedthe DipEd. This book explores how teachers and school leaders transition fromtheir learning to their practice context. It also explores their contributionsto their institutions once their initial preparation programme ends. Itprovides evidence-based conclusions that indicate that school context andschool culture influence the extent to which graduates promote and practisewhat they have learnt in their professionallearning and development programme. A qualitative approach that employed a multi-site case study researchdesign was used. Data collection methods includedobservations, document analysis and in-depthface-to-face interviews with practitionersin the field.