Drawing on a literature review, which focuses on teachers who stay in the profession (Plauborg et al. forthcoming), this presentation will dwell on an analysis and discussion of the body of literature that paid particular attention to induction and/or mentoring as studies focusing hereon make up a large proportion of the literature in the review. The presentation will be focused on studies dealing with induction and/or mentoring in relation to retention specifically. The overwhelming majority of the studies found in the literature review focused on newly qualified teachers (with 0-3 years of experience) and on questions such as: What challenges do newly qualified teachers experience? What does it take to retain newly qualified teachers? And what characterizes the school cultures that are successful in retaining newly qualified teachers? In relation to both the question of how to retain newly qualified teachers in the profession and what characterizes the school cultures that are successful in retaining newly qualified teachers, focus in the research literature is exclusively on induction and/or mentoring and predominantly through studies conducted in the Anglosphere - especially the United States. Despite considerable attention among researchers, there is, however, no clear picture of the effects of induction and/or mentoring courses. A number of studies claim that teacher induction courses have positive effects in relation to commitment to the teaching profession and retention (e.g. Ingersoll and Strong 2011, 2012). In particular, mentoring is identified as having a positive impact, but there are also a number of ambiguities in the research on induction and mentoring. E.g many of the studies do not focus on connections between induction and retention specifically and part of the literature has been criticized for primarily being program evaluations rather than actual studies of the effects of the programs (e.g. Long et al. 2012, Shockley et al. 2011). In the presentation, I will highlight and discuss insights from existing studies into induction and/or mentoring that focus on retention and present suggestions for future research.

Ingersoll, R.M. & Strong, M. (2011): The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research, Review of Educational Research, Vol. 81(2), 201-233 Ingersoll, R.M. & Strong, M. (2012). What the Research Tells Us About the Impact of Induction and Mentoring Programs for Beginning Teachers. National Society for the Study of Education, Vol. 111 (2), 466-490. Long, J.S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E. & Clandinin, D.J. (2012): Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention, Mentoring and Tutoring: Partnerships in Learning 20 (1), 7-26 Plauborg, H., Wieser, C., Petersen, K.B. & Laursen, P.F. (forthcoming): Lærere, der bliver i professionen, Pædagogisk indblik, Aarhus University Press ¨ Shockley, R., Watlington, E. & Felsher, R. (2011): Lost at Sea: Summery Results of a Meta-Analysis of the Efficacy of Teacher Induction and Implications for Administrative Practice, Journal of Scholarship & Practice, Vol. 8 (3), 12-25