Induction and Mentoring of New Teachers in the Nordic Countries: An Ecosystemic Perspective

• In Event: Key Issues in the Induction and Mentoring of Newly Qualified Teachers: Theory, Policy, and Practice

Abstract

The purpose of this presentation is twofold. First, we aim to provide a theoretical perspective on research on induction and mentoring, rooted in the theory of ecologies of practices. Second, we present some empirical findings of the ecosystems of mentoring in the Nordic countries (Norway, Sweden, Finland, Iceland, Denmark and Estonia), based on a long-term research of a network consisting of researchers, teacher educators and representatives of teacher unions. The results have recently been published in a scientific anthology, introducing the main historical lines of reasoning and discussing the relevant measures on induction and mentoring (Olsen et al., 2020).

The theory of ecologies of practices suggests that relationships between practices and their environment resemble the relationships between organisms and ecosystems in nature. From this perspective, practices of induction and mentoring derive their essential qualities and their existence from their relations with other practices within wider ecosystems of social, political and educational practices. In this presentation, we especially apply the concepts of ecological niche and diversity.

The ecological niche for mentoring opens up differently in different educational ecosystems. In the Nordics, where teacher education provides an academic degree and a high level of professional autonomy for teachers, the niche for mentoring is formed in a special way. However, one of the main findings is that there is a lot of diversity between the mentoring practices. Some countries, such as Norway and Iceland are in the process of establishing national programs with political support and professional guidelines. In Denmark, mentoring has not got a sufficient breeding ground so far, although both teacher unions and teacher education institutions have strongly advocated for it. Sweden, Estonia and Finland have had national programs for mentoring with promising results. However, other kinds of practices have populated the ecological niche or narrowed it down.

Based on our research, we suggest that national frameworks for induction and mentoring NQTs are influenced more by political and economic interests than professional and scientific evidence. There is clear evidence to suggest that measures aimed at mentoring produce good results not only for the NQTs themselves, but they can also provide a powerful contribution to a comprehensive strategy for quality development in the school system (e.g. Ingersoll & Strong 2011; McNally 2016). As a general conclusion we suggest that the development of mentoring requires a systemic change, which requires both social innovations and structural changes in the society.

References:
Ingersoll, R. & Strong, M. (2011). The Impact of Induction and mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research,2011. Vol.81.Is 2, 201-230.
https://repository.upenn.edu/cgi/viewcontent.cgi?article=1127&context=gse_pubs
McNally, J. C. (2016). Learning from one’s own teaching: New science teachers analyzing their practice through classroom observation cycles. Journal of Research in Science Teaching. 53(3), 473-501. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21253

Olsen, K. R., Bjerkholt, E. & Heikkinen, H. (Eds.) 2020. New Teachers in Nordic Countries: Ecologies of Induction and Mentoring. Damm Akademisk. Oslo: Cappelen Damm Akademisk. https://press.nordicopenaccess.no/index.php/noasp/catalog/book/105

Author

• Hannu L.T. Heikkinen, University of Jyväskylä