This symposium is the second part of a double symposium, entitled ”Practices of teacher induction”. In part 1, chaired by Hannu Heikkinen, practices of mentoring are studied. In part 2, chaired by Kari Smith, the focus is on comparative research on the practices of mentor education.

In many countries educational systems and teachers are under pressure (Compton & Weiner, 2008), issues as quality and effectiveness are discussed, and there is an increasing awareness of the strategic position of NQTs and the need for support and professional development during the beginning phase of their teaching careers (European Commission, 2010). Much is known about mentoring (Hobson, et.al., 2009), but less about the mentors’ professional knowledge. Even less is known about how mentors are educated in developing professional mentor knowledge (Bullough, 2012).

The aim of this symposium is therefore to outline the state of art of research on mentor education internationally and to present developing new theoretical and practical knowledge about mentor education in Norway, Sweden and Finland. The symposium consists of three presentations. The first presentation will introduce an overview and meta-synthesis of the research internationally on mentor education. The second paper will outline the state of art of mentor education in Norway, Sweden and Finland. The third presentation will focus on three cases of mentor education in Norway and Finland (Oslo and Akershus University College of Applied Science, University of Bergen, Åbo Akademi University). All institutions run mentor education as part of larger national support programs. We will discuss similarities and differences in mentor education in these countries, in light of international research.

Professional development, mentoring and practices are key notions constituting the conceptual frame which sees mentoring as a profession within the teaching profession.

Professional development of mentors embrace the transition from experienced teacher to the position as a mentor having to master both teaching practices and mentoring practice; which are two distinguished practices (Orland-Barak, 2005). This implies knowledge and skills to master processes of communication, learning, identity formation as well as the micro-political manoeuvring in both practices (Achinstein, 2006) – in the mentoring practice manifested and exposed in the processes of mentoring. Mentor education practice may include a third practice with normative elements aiming to influence and challenge the teaching, learning and mentoring practices. 

Thus, mentoring is a special skill, a profession within a profession which requires mentor education. This symposium contributes to further development of mentoring to support NQTs’ professional development and reduce retention. A comparative approach (Sweeting, 2005) is of particular value because research endeavors in different countries are collected and exposed in a wider entirety. This project is especially significant for the Nordic countries, but it is also of high significance for the many other countries which suffer from teacher attrition and seek means to keep highly educated and motivated teachers in the profession. Mentoring can play a central role, and we need qualified mentors. 

Key literature:

Achinstein, B. (2006). New teacher and mentor political literacy: reading, navigating and transforming induction contexts. Teachers and Teaching: Theory and Practice, 12(2), 123-138.

Hobson, A.J., Ashby, P., Malderez, A, & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t, Teaching and Teacher Education, 25(1), 207-216.

Orland-Barak, L. (2005). Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education, 56(4), 355 – 366.

Sweeting, A. (2005). The historical dimension: a contribution to conversation about theory and methodology in comparative education. Comparative Education, 41(1), 25–44.

Waterman, S. & He, Y. (2011). Effects of mentoring programs on new teacher retention: A literature review. Mentoring & Tutoring: Partnership in Learning, 19(2), 139–156.