This symposium series, consisting of three consecutive symposia, 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 3 of this three-part symposium introduces the results of the collaborative research in the Nordic countries on mentoring and induction. The first presentation of this symposium introduces the network Nordic Teacher Induction network (NTI), a collaboration network on induction and mentoring newly qualified teachers in Denmark, Estonia, Finland, Iceland, Norway, and Sweden. The historical account starts from early 2000’s and move to today, towards the latest project “Promoting Professional Development” (NTI-PPD).

 The second presentation explores the current state of mentoring and induction, comparing legislation and working conditions related to professional work in the Nordics. By emphasizing the perspectives of students and new teachers, the presentation examines the need for induction and its inclusion in a comprehensive system for continuous professional development. The collaborative efforts between teachers' trade unions, educators, and researchers play a pivotal role in shaping policy changes and garnering political attention in the educational landscape.

 The third presentation builds upon the mapping work of the NTI network, delving into the evolving landscapes of mentor education in Nordic countries and Estonia. Exploring the unique practices, challenges, and opportunities, the study reflects on the changes observed in mentor education programs over nearly two decades of NTI collaboration. Key questions about the content and effectiveness of mentor education, its link to professional development cycles, and its significance in contexts grappling with teacher recruitment and retention issues are addressed. The presentation also investigates the research landscape surrounding mentor education and its impact on mentors and schools.

The fourth presentation employs the theory of practice architectures (TPA) to theorize teacher induction policies, mentoring practices, and the unique situations in the Nordic countries and Estonia. By examining the cultural-discursive, material-economic, and social-political arrangements influencing mentoring and induction practices, the TPA offers a theoretical lens to identify conditions of possibility in educational settings. The study uncovers the enabling and constraining factors that shape mentoring and induction practices for newly qualified teachers, contributing to a nuanced understanding of the intricate dynamics at play.

See invidual presentations