According to Davide Nicolini, all the multiple practice-based views seem to include something in common: (1) the practice approach radically transforms our view of knowledge, meaning and discourse; (2) the practice theories foreground the importance of activity, performance, work, body and material things, (3) all practice based approaches foreground the centrality of power, conflicts and politics as constitutive elements of social reality (Nicolini 2013, pp. 2-8). These common features of all the practice theories are also fundamental elements of the ‘theory of practice architectures’, (e.g. Kemmis & Grootenboer 2008; Kemmis & Heikkinen 2012; Kemmis 2013). The main presumption of this framework is that the practices of mentoring and induction are composed in three dimensions: (1) the semantic dimension, in which it is possible to say about mentoring and be understood, (2) the dimension of physical space-time, in which it is possible to do relevant mentoring activities, and (3) the social-political dimension, in which it is possible to relate appropriately to others in the social context of teacher induction.