Session Information
01 SES 06 B, European Perspectives on Teacher Induction and Mentoring (Part 2)
Symposium continued from 01 SES 04 A
Contribution
This symposium, consisting of two sessions (90 mins + 90 mins) is organized by the Network Project which has emerged within the Network 1 (Professional Learning and Development) of EERA. This network, operating as an integral part of the network NW 1 of EERA, is named Ecologies of Teacher Induction and Mentoring in Europe (TIME). Founded in 2021, the TIME network has so far met during NERA 2022 and ECER 2022 conferences, and the third in-person meeting of TIME is held during the ECER 2023.
The TIME network is in the process of publishing a European anthology, entitled European Perspectives on Teacher Induction and Mentoring.The anthology will be part of a TEPE book series (Teacher Education Policy in Europe Network), published by Brill Publishers.
An open call for proposals for this anthology was published in the fall of 2022. From the numerous proposals for the book, the editors chose eight for further development. These eight papers make up this two-part symposium in ECER 2023. So, this symposium will present unique and new research that has not been published anywhere else thus far. The presentations offer different perspectives on mentoring and induction of new teachers from different theoretical and empirical as well as national standpoints. Some presentations bring together broader reviews of mentoring that include multiple countries. Others, on the other hand, are focused more precisely on specific practices or, for example, on comparisons between two countries. Included in this symposium are perspectives from Austria, Denmark, Estonia, Finland, Germany, Iceland, Israel, Malta, Moldova, Norway, Portugal, the Netherlands, Romania, Sweden, and the UK, including Scotland and Gibraltar.
The aims of the anthology, are to: (1.) Theorise about the implicit understandings of teacher education and teacher development, thereby addressing the broad understanding of teacher education; (2.) Create insights into the foci that characterise European research in the field and the approaches that are drawn on to discuss the current research literature; (3.) Unpack the European concepts of induction/mentoring.
The chapters of the anthology offer insights to different theoretical frameworks and assumptions that underpin induction and mentoring in Europe. The chapters describe and discuss various European as well as global approaches and implications regarding how mentoring practices are understood and examined. One of the goals of the anthology is also to review the implications of local, national or international policies for induction practices and research on mentoring across different European countries.
The Part 1 of the symposium will start with an overall introduction to the aims of the project and provide an overview on the discussions on induction and mentoring of new teachers in Europe. The second presentation will introduce a comparative analysis on practices and policies of teacher induction and mentoring by using the concept of ‘curriculum ideologies’ as a theoretical lens. The third paper will introduce results of a literature review on European studies on teacher induction and mentoring. The fourth presentation will offer a Nordic view on mentoring and induction.
The Part 2 of the symposium sheds light on mentoring practices and their mutual interaction through four comparisons between two countries. The first paper outlines how the Finnish peer group mentoring model was implanted in Gibraltar and hybridized with the action research approach and how it adapted into and developed in a new kind of ecological niche in a new educational ecosystem. The second presentation compares the mentoring practices of neighboring Belgium and the Netherlands. The third paper is based on an Eastern European perspective, with Romania and Moldova as case examples. The fourth presentation compares mentoring practices in Austria and Israel.
References
Akkerman, S. F., Bakker, A. & Penuel, W. R. (2021). Relevance of Educational Research: An Ontological Conceptualization. Educational Researcher, 50 (6) , 416-424. Barnett, R., & Jackson, N. (2019). Ecologies for Learning and Practice: Emerging Ideas, Sightings and Possibilities. Routledge. Helms-Lorenz, M., van der Pers, M., Moorer, P., Lugthart, E., van der Lans & Maulana, R. Supporting Beginning Teachers 2014-2019: Final report. Teacher Education department University of Groningen. Olsen, K.-R., Bjerkholt, E.M., & Heikkinen, H. L.T. (Eds.) (2020). New teacher in Nordic countries: Ecologies of mentoring and induction. Cappelen Damm Akademisk. Plauborg, H., Wieser, C., Petersen, K.B. & Laursen, P.F. (2022): Teachers who stay in the profession, Pædagogisk indblik, Aarhus: Aarhus Universitetsforlag Shanks, R., Attard Tonna, M., Krøjgaard, F., Paaske, K. A., Robson, D. & Bjerkholt, E. (2022) A comparative study of mentoring for new teachers, Professional Development in Education, 48:5, 751-765. Snoek, M., Eisenschmidt, E., Forsthuber, B., Holdsworth, P., Michaelidou, A., Dahl Norgaard, J., Pachler, N. (2010). Developing Coherent and Systemwide Induction Programmes for Beginning Teachers. A handbook for Policy makers. Brussels, EC. Symeonidis, V. (2021). Europeanisation in teacher education: A comparative case study of teacher education policies and practices. Routledge. van der Pers, M. & Helms-Lorenz, M. (2021). The Influence of School Context Factors on the Induction Support as Perceived by Newly Qualified Teachers. Frontiers in Education, 6.
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