01 SES 07 A, Sustainable Ecosystems of Mentoring for Newly Qualified Teachers
In Nordic and other international research, there is clear evidence to suggest that measures aimed at induction and mentoring for newly qualified teachers (NQTs) produce good results not only for the NQTs themselves, but it can also make a powerful contribution to a comprehensive strategy for quality development in the school system (e.g. Ingersoll & Strong 2011; Guerino et al. 2006). Furthermore, induction and mentoring are seen as suitable to increase recruitment to teacher education (Heikkinen, Utriainen, Markkanen, Pennanen, Taajamo & Tynjälä 2020) and ensure that NQTs remain in the profession (Parker et al. 2009; Ronfeldt & McQueen 2017). In several of the Nordic countries, forecasts indicate that there will be a significant shortage of qualified teachers in the coming years. Since 2017 a network of researchers and representatives from teacher organizations have been working on these issues. One of the aims was been to publish a scientific anthology in which we present the historical main lines and discuss relevant measures on induction and mentoring for NQTs in Norway, Sweden, Finland, Iceland, Denmark and Estonia (Olsen, Bjerkholt & Heikkinen 2020). One of the main findings is that despite clear professional advice from researchers and teacher unions (Bjerkholt 2013) on the importance of induction and mentoring for NQTs, there are significant differences between the Nordic countries. Some countries, such as Norway and Iceland have, or are in the process of establishing, national programs with political support and professional guidelines. Other countries such as Sweden, have had national programs for mentoring and induction, but these are more or less weather away and issues related to induction are little focused in both academic and political discourse (Bjerkholt & Hedegaard 2008). Does this mean that national frameworks for induction and mentoring NQTs are more influenced by political and economic interests than professional and scientific evidence? In our symposium we wish to shed light on this issue in a comparative perspective based on empirical data gathered in connection with the work on the mentioned scientific anthology. As a basis for our analysis, we will use a set of concepts, principles and parameters linked to eco-systemic theory that make it possible to compare the present situation regarding induction and mentoring for NQTs in the Nordic countries.
Bjerkholt, E. (2013). Åpning av lukkede rom. En kvalitativ studie av innholdet og dialogene i veiledningssamtaler mellom nyutdannede lærere og lokale veiledere. (Doctoral thesis, monography). University of Oslo, Faculty of Educational Research. Bjerkholt, E., & Hedegaard, E. (2008). Systems promoting new teachers’ professional development. Newly Qualified Teachers in Northern Europe, 45-76. Guarino C.M., Santibanez L. & Daley G.A. (2006). Teacher Recruitment and Retention: A review of the Recent Empirical Literature. Review of Educational Research, 2006 Vol.76.Iss2. 173-208. Heikkinen, H., Utriainen, J., Markkanen, I., Pennanen, M., Taajamo, M. ja Tynjälä, P. 2020. Opettajankoulutuksen vetovoima. http://urn.fi/URN:ISBN:978-952-263-818-2 Ingersoll, R. & Strong, M. (2011). The Impact of Induction and mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research,2011. Vol.81.Is 2, 201-230. Olsen, K.-R., Bjerkholt, E. & Heikkinen, H. (Eds.) 2020. New Teachers in Nordic Countries: Ecologies of Induction and Mentoring. Oslo: Kappelen Damm Akademisk. Parker, M. A., Ndoye, A., & Imig, S. R. (2009). Keeping our teachers! Investigating mentoring practices to support and retain novice educators. Mentoring & Tutoring: Partnership in Learning, 17(4), 329-341. Ronfeldt, M. & McQueen, K. (2017). Does New Teachers Induction Really Improve Retention? Journal of Teacher Education, 68(4), 394-410.
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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