This study is focusing on diversities of different educational settings, school and military units, and diversity of being and in the process of professionalisation becoming a Newly Qualified Teacher (NQT) and a Newly Qualified Commissioned military Officer.

The main conclusions are connected, in part, to issues of transparency in communicative conditions and, in part, to incentives connected to supervision, support and control. Incentives for supervision, support and control are strong among commissioned officers because they are directly dependent on each other’s work. The same incentives are weaker among certified teachers because they are not as dependent on each other’s work. One conclusion is that the professionalisation of commissioned officers is collective-oriented while the professionalisation of certified teachers is less so.