Leading and Organizing the Mentoring of Newly Qualified Teachers in Norway: Enactment of Intended Change

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Mentoring Novice Teachers (Table 19)

Abstract

In the Norwegian educational context, mentoring newly qualified teachers (NQT) is a suggested policy measure to help teachers’ transition between education and profession and ensure teacher retention. Mentoring NQT is moreover connected to an international policy trend directed at schools as learning organizations. School leaders’, mentors’ and NQT’ descriptions of enactment of mentoring NQT is the point of departure. The paper contributes to knowledge about school leadership and organizational practices of mentoring NQT. The findings suggest mentoring is a precarious practice and not prioritized within the school. An issue is whether mentoring NQT is understood as a solution to challenges concerning NQT. Is such policy demand a “wake up call” or just “window dressing” for school leaders to enact upon?

Authors

• Hilde Madsø Jacobsen, University of Oslo
  Presenting Author

• Ann Elisabeth Gunnulfsen, University of Oslo
  Presenting Author