This paper introduces the key ideas and aims of the upcoming project of the Nordic Teacher Induction network, entitled Nordic Teacher Induction – Flourishing and Becoming (NTI-FAB). Stemming from Aristotle's idea of flourishing (eudaimonia) as the general goal of life, this project aims to reframe the induction and mentoring of new teachers around the principle of human flourishing as a vital goal of education (Aristotle 1995; orig. 340 B.C.; Kaukko et al., 2023). Inspired by a growing international movement, supported by bodies like UNESCO and the OECD, which advocates for flourishing as a lifelong pursuit, this project embraces the idea that education should not solely prepare individuals for work but foster a meaningful, well-rounded life (e.g. Curren et al. 2024; de Ruyter 2022; Martela 2024; Stevenson 2022). Thus, education should emphasize the immediate and long-term well-being, growth and interconnectivity of individuals within learning communities. To ground this approach, the project draws on education theorist Gert Biesta’s (2021) three domains of education—qualification, socialization, and subjectification—and particularly highlights the often-overlooked area of subjectification, which support teachers’ growth as unique individuals and active agents of change in their communities. This approach to teacher induction is based on an opportunity perspective on teacher induction, rather than seeing new teachers from the perspective of their deficiencies (Skytterstad, Antonsen, Aspfors & Heikkinen 2025). Traditionally, new teachers have been primarily regarded as objects of support and recipients of tacit knowledge (Heikkinen, Helms-Lorenz, Plauborg & Bjerkholt 2025). In other words, new teachers are seen primarily from a deficit perspective, assuming that they would not be able to do the job of teaching as well as experienced teachers. In this project, instead, we promote the idea that new teachers are full of possibilities and potential for something completely new. The opportunity perspective thus emphasizes the readiness to consider new teachers through the identification and recognition of their existing strengths, capabilities, potentials and abilities and to build the development of induction practices on the opportunities instead of deficiencies. This shift from the traditional deficit perspective towards an opportunity perspective not only aids in teacher subjectification, but also positions them as co-producers of educational practices. Reimagining new teacher induction to emphasize opportunities rather than deficiencies also improves the attractiveness of teacher education and teaching profession.

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