This symposium series, consisting of three consecutive symposia (3x90 min), is organised by the European network Ecologies of Teacher Induction and Mentoring in Europe (TIME) which has been organised as a network project of the Network 1 “Professional Learning and Development” of EERA since 2021. The aim of the network is to bring together researchers interested in supporting and mentoring new teachers during the induction phase. The network has organised various meetings of researchers to promote cooperation between researchers working on mentoring and induction practices, not only at the ECER conference, but also, for example, at the NERA conference. The network is also in the process of editing a European anthology of this research.

A variety of research and development work on induction and mentoring is explored as a part of teachers’ continuing professional learning and development within a broader ecosystem of educational practices. The research is based on the assumption that induction and mentoring are seen as part of teachers' ongoing professional learning and development and as part of a wider set of practices that can be called an ecosystem of professional development.

The Part 1 of this three-part symposium delves into the multifaceted landscape of teacher development practices across Romania, Moldova, Norway, and Armenia, offering a comprehensive examination of emerging trends and challenges of mentoring practices.

The first paper opens with an analysis of teacher mentoring and induction practices in Romania and Moldova, emphasizing the construction of these concepts in educational policy discourse. By scrutinizing 129 documents, including policy papers, research studies, and conference proceedings, the study reveals variations in implementation and interpretation. Employing the theory of practice architectures, the presenters unravel the non-linear dynamics of mentoring practices, highlighting geopolitical nuances and the impact on beginning teachers' participation.

The second paper discusses teacher education partnerships in Norway, highlighting the critical components for success: skilled leadership, professional learning, and a supporting infrastructure. While positively perceived, partnership models differ, necessitating a rethinking of the connection between campus courses and field experiences. Drawing on historical developments and recent initiatives, the presentation advocates for alignment between partnerships for local competence development and teacher education.

In the third paper, the exploration is extended to Norway's comprehensive revision of teacher education program, introducing a 5-year master-level qualification. The study reveals a research gap in understanding how their acquired research-based competence is acknowledged and supported by school leaders. The theoretical framework of practice architectures guides the analysis, emphasizing the need for informed preparation and inclusive practices during the induction phase. The paper advocates for increased collaboration between NQTs and school leaders.

The fourth paper shifts the focus to Armenia, exploring the conceptualization and practical frameworks of teacher induction and mentoring. The qualitative exploratory study unveils the unique landscape of mentoring practices, emphasizing its role in supporting continuing teachers new to the school. Amidst recent educational reforms, the study probes into the affordances and constraints for induction and mentoring, shedding light on the evolving policy discourses within the Armenian educational system.

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