Supporting newly-qualified teachers is a challenge in most countries and the European Commission has emphasised the need to promote a lifelong continuum of teachers professional developement (Deinum, 2010). Many governments are considering how policy can support the effectiveness of their educational systems. Teaching methods, how teachers understand their own professional roles and quality of the teacher‘s work with the pupils are of clear significance for the learning outcomes and thereby for qualifications of the future workforce (Fransson, 2010; Hattie, 2009). Ultimately there is an emperical connections between how well the schools functions and the well-being of society (Weiss, 2004). Several studies show that it takes time to develop expertise in a number of professions (Jensen, 2007). It is therefore important that there are institudional provisions to support teachers‘ development of skill in their workplace as well as quality-assurance systems to prevent lapses. The mentoring of newly-qualified teachers is an important element in the work of maintaining professionalism and quality in the school.

NORDMENT (Mentoring beginning teachers in Nordic countries) is a research project that explores how contextual factors influence the situation of beginning teachers in Nordic countries. Beginners often experience a demanding work environment and a lack of organized support at the start of their professional career. This demanding period can contribute to any positive aspects of the teaching profession being overshadowed by short-term survival. Not surprisingly, there are high levels of attrition among newcomers to school teaching (Ingersoll  & Smith, 2004). For demographic reasons, many teachers will be retiring during the coming years, especially in Iceland. A low level of recruitment and/or retention of new beginning teachers may lead to a shortage of qualified staff in the schools. Beginning teachers are expected to function from their very first day without any reduction in the number of tasks in the initial period. The transition from teacher training to the teaching profession, the so called ‘reality shock’, is often regarded by beginning teachers as demanding and critical. Many people experience this initial period as a crisis which entails a significant level of pressure (Steingrímsdóttir, 2007, 2010). Mentoring schemes for beginning teachers may have a positive impact on teacher commitment and retention, classroom instructional practices, and also on student achievement.

The project´s goals are to strengthen the Nordic region’s position in mentoring research within and outside of Europe; contribute to knowledge-based policy and practice for mentoring schemes for beginner teachers in the Nordic countries. This will be achieved by analyzing how different policies may influence mentors’ and beginners’ perception of issues of significant importance and relevance to the sector itself, as well as to policy-makers and researchers; and disseminate the results to a wide array of stakeholders and users in the Nordic region and internationally.

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