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AbstractThree early career health and physical education teacher educators use collective telling, sharing and writing of narratives to make sense of the transition from their postgraduate studies to teacher education. Their interwoven narrative presents an ongoing and multidimensional process of being and becoming, and of social action that is concerned with habits, crisis and creativity (Shilling, 2008). Through the process of coconstructing narratives the authors engage in socially critical insights into their transition experiences. The chapter illustrates how contemporary technologies can be used to create and sustain informal professional networks in teacher education, and to support and facilitate professional transitions.