In an era marked by the perception of instability and unpredictability of the future, and as a result of a globalized economy, individual career paths are no longer linear, and are characterized by numerous transitions throughout life. From a perspective that sees the “career” as involving a multitude of roles as opposed to only the employee’s role, these transitions can be motivated by contextual determinants and individual variables. Career issues can hardly be separated from the individual as a whole: its features, its objectives, values, interests, family and economic situation. It can come framed by an ideological concept in which the individual and the fulfilment as a person are central. From this perspective, career studies, transitions and professional development can focus on populations of students, working adults, employed or unemployed and in specific populations, including specific professional groups such as teachers at all levels of education. On the other hand, in their personal and professional development process, individuals can respond to the specificities of changing contexts, but they can be themselves agents of change. The quality of teaching / learning, the relationship between teachers and students with the learning processes, the impact of given and received feedback, the formulation of assignments to success and failure, among others, may be determinants of academic and professional development and thus take a central role in individuals’ careers.
