This presentation introduces an overview of the current situation in the Nordic countries regarding induction and mentoring of new teachers and the historical development which has led to the current state of art. This review is rooted in a number of consecutive cross-sectorial network projects on induction and mentoring in the Nordics, the first of which was launched in 2004. The ongoing project, funder by Nordplus is entitled “New Teacher and Induction (NTI)”. The NTI network consists of representatives from teachers’ unions and researchers in five Nordic countries Denmark, Estonia, Finland, Iceland, Norway and Sweden. In the fall of 2020 the NTI network published a scientific anthology in which it presented the historical main lines and discussed relevant measures on induction and mentoring in the aforementioned (Olsen et al., 2020). This paper seeks to bring these perspectives together. However, this presentation is not just a compilation of the earlier book, but the interpretation has been updated and developed further through joint seminars across the research network in the spring of 2022. The focus of this paper is to present some empirical finding of the ecosystems of mentoring in the Nordic countries, based on a long-term research of a network consisting of researchers, teacher educators and representatives of teacher unions which now form the NTI network. The theory of ecologies of practices helps us to understand the development and diversity of the different mentoring and induction practices in the aforementioned countries. It suggests that the relationships between practices and their environment resemble the relationships between organisms and ecosystems in nature (Kemmis 2022; Virolainen et al. 2022). From this perspective, practices of induction and mentoring derive their essential qualities and their existence from their relations with other practices within wider ecosystems of social, political and educational practices (Capra 2005; Heikkinen 2020). We portray the different national practices by describing how things have progressed in a dynamic balance, how mentoring has found its ecological niche in the midst of different policy interests, and how the image of mentoring in the Nordics begins to take shape as a rather diverse and rich ecology of practices.

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