The education system in the Netherlands is known for its financial and educational autonomy, i.e. providing a high degree of decentralization (OECD, 2016). This is balanced with a number of accountability measures. The central government steers the education system by means of longer term policy (e.g., Teachers' Agenda (2013-2020)). Supporting beginning teachers was one of the seven spearheads of this recent policy. As from 2020 new policy has been put forward by the Dutch Ministry of Education, incorporating the accountability of induction practices to existing partnerships between schools and Teacher Education institutes, that work together to educate future teachers, and to support beginning teachers together. The partnerships are subjected to peer-review, to account for their vision, activities, organization of teacher learning and quality assurance. The ecological challenge in the Netherlands is the organization of evidence-based effective induction arrangements (e.g., Helms-Lorenz et al., 2016) and professional development trajectories for all teachers (e.g. Van Veen et al., 2010; Maandag et al., 2017), in a landscape of competing (academic and non-academic) providers with limited resources and a growing number of competitors (interdependence). The challenges can be described and discussed in the light of ecological principles (Heikkinen, 2020): 1) The ecological niche of induction is becoming competitive, due to similar initiatives of more stakeholders in a limited space caused by fragmentized governmental funding of new networks (RAP) with similar teacher professionalization aims). This leads to proliferation of providers and diversity of support to attract more recruitment attention to be able to reach subsidized project goals. 2) Recently, different teacher education institutes in the Netherlands have formed subsidized “regional education alliances” networks. Practically and financially this might lead to solutions regarding the increasing responsibility for the joint quality assurance of in-service professionalization. 3) How induction is organized now, depends largely on how partnerships are required to account for their practices, which could be an evolution, but remains to be seen. 4) Depending on the newly installed coalition government (January 2022), the amount of importance given to mentoring, induction and continuous professional development, will depend on the new minister of Education who is responsible for the execution of the political agenda (dynamic balance). The teacher-, pupil- as well as the researcher perspectives and their underlying values (Schwartz, 2003), need to be taken into account (Boltanski, et al., 2006) to improve intervention resilience to withstand political, social and economic environment disturbances.

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