The need to support new teachers is a global challenge for teacher educators. However, there seems to be various understandings of what teacher induction is about and how to support the new teachers.  In this symposium, the various interpretations of mentoring and ways of organizing support in the induction phase are studied within the framework of “practice architectures”. The study is based on comparative research in Estonia, Denmark, Finland, Sweden and Norway within the NQT-COME network, funded by Nordplus Horizontal Programme. This research work will be discussed in a European and even a global perspective. The theoretical background will be introduced by Professor Stephen Kemmis who is a key scholar in developing the theory of practice architectures, along with an American sociologist Theodore Schatzki. We may understand induction phase as practices whichare constituted within more comprehensive metapractices. The elements of practices are constituted through different “‘practice architectures’ (Kemmis, Hardy, Wilkinson, Edwards-Groves & Lloyd 2010;  Kemmis & Grootenboer 2008) in which (1.) knowledge is distributed among participants and in different discourses (in semantic space), (2.) activities are distributed among participants and in activity systems or networks (in physical space-time”), and (3.) participants and participation are distributed in particular kinds of relationships to one another (and to other objects) in social space. All of these practice architectures, at its various forms and levels, ‘hang together’ (“zusammenhang”)(1.) through discourses (2.) through practical arrangements (3.) and through relations between individuals, groups and institutions. In this symposium, teacher induction is studied as practices at these three levels. There are given practices of teacher induction in every country which are formed through certain ways of (1.) doing things together with new and more experienced teachers, (2.) conceptualizing what is done and what should be done so that the participants of the discourse can understand each other; e.g. “mentoring”, “tutoring”, “internship”, “coaching”, “peer support” etc. All this takes place in a social setting where the people and organisations involved in education (3.) relate to each other. In induction phase, the relationships between teacher education, school administration and trade union are constituted in particular ways in every country. The first presentation of the symposium will introduce the theoretical framework of practice architectures.  The two following presentations will empirically study mentoring from different perspectives in the five aforementioned counties. Firstly, we focus on mentoring of newly qualified teacher as process and secondly, the various ways of training mentors. The two empirical presentations are based on focus groups of experts who represent schools, teacher education, educational research, school administration and teacher unions within the NQT-COME project. All this will be discussed in a wider perspective, both theoretically and empirically, in the European educational context by the two discussants of the symposium. Professor Karin Rönnerman has conducted a number of empirical research projects within the framework of practice architectures. Dr. Karolina Duschinská represents empirical research and development work on teacher induction.  She is one of the key partners of the European INNOTE project (Induction of Novice Teachers).