01 SES 12 A, Mentoring of New Teachers in the Nordic Countries: Practices of professional learning as ecosystems. Part 2.
Symposium continued from 01 SES 11 A
In Iceland, there is no formal guidance for new teachers, and no laws or regulations about how to support newly qualified teachers (NQTs). Thus the practices of professional guidance or systematic integration of new teachers are underdeveloped. However, the need for support for newly qualified teachers has been acknowledged, and in some schools practices have been developed to support newcomers. Still, the actual induction procedures are dependent on the headmasters and the financial situation of the school. The NQTs’ need for guidance was very little discussed until around the turn of the century with the publication of the first Icelandic research (Steingrímsdóttir, 2007). It became clear that some new teachers were given guidance but it was not systematic or formal. This guidance focused mostly on practical aspects of the schoolwork. This hindered any possibilities of ecological resilience. Further research (Ingvarsdóttir, 2009; Jónsdóttir, 2013; Steingrímsdóttir, 2007 and 2010; Steingrímsdóttir, & Engilbertsson, 2018) highlighted the urgent need for support and guidance of new teachers. The last few years teachers’ unions and universities providing teacher education in Iceland have been energetic advocates for support of new teachers and their objective is to develop mentoring as a permanent part of schoolwork and thus becoming an ecological niche. The last few years, mentoring has been a bit more prominent in the debate as one of the factors that prevent beginning teachers from failing and help them keeping up with more experienced teachers. An important milestone in Iceland was when the universities started to offer a 30 ECTS mentor education module in 2013. The aim of the module is to strengthen mentoring as a niche within the school culture so that is becomes an ecological entity. Currently, the challenge is that the government is considering proposals for formal systems that include formal guidance for new teachers and emphasize mentoring education for experienced teachers to support and mentor student teachers and NQT. In spring 2018, the Minister of Education appointed a group of experts to increase the recruitment of teachers and counteract the drop in teacher education. The group proposed new strategies two of which provide mentoring for new teachers. The former offers reeducation for experienced, teachers subsidized by the government. The latter ensure that induction programs are activated within every school to support NQT and preservice teachers.
Ingvarsdóttir, H. (2009). Fyrsta ár í kennslu: Reynsla framhaldsskólakennara. Í Gunnar Þór Jóhannesson og Helga Björnsdóttir (ritstjórar), Rannsóknir í Félagsvísindum X. Félags- og mannvísindadeild (bls. 626–636). Reykjavík: Félagsvísindadeild Háskóla Íslands. Jónsdóttir, L.-M. (2013). Hitching one's wagon to a star: Narrative inquiry into the first five years of teaching in Iceland (doktorsritgerð). Háskóli Íslands, Reykjavík. Retrieved from http://hdl.handle.net/1946/13947 Steingrímsdóttir, M. (2007). „Ofsalega erfitt og rosalega gaman“. Reynsla nýbrautskráðra kennara af fyrsta starfsári. Uppeldi og menntun, 16(2), pp. 9–27. Steingrímsdóttir, M. (2010). Nú veit maður ef til vill út á hvað starfið gengur. Uppeldi og menntun 19(1–2), 71–90. Steingrímsdóttir, M. & Engilbertsson, G. (2018). Mat nýliða á gagnsemi leiðsagnar í starfi kennara. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. Retrieved from http://netla.hi.is/2018/ryn03
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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