The need to support the professional development of new teachers is a challenge in many countries in Europe and even globally. This is often studied under the concepts ‘induction’ and ‘mentoring’. However, ‘mentoring’ and ‘induction’ seem to be contested concepts not only (1.) semantically but there are various understandings of (2.) the activities and actions, as well as (3.) the relationships between the people and organisations involved in induction of new teachers. In other words, 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. 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, trade unions as well as other stakeholders are constituted in particular ways in every country. In this symposium, the various understandings of teacher induction are studied within the framework of practice theory. The issue will be discussed in a European and even a global perspective. The theoretical background is based on the work of Stephen Kemmis (Charles Sturt Univesity, Australia) and Peter Grootenboer (University of Griffith, Australia) who are key scholars in developing the theory of practice architectures. We may understand induction phase as practices which are constituted within more comprehensive metapractices. The practices of teacher induction are constituted through different ‘practice architectures’  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 and (3.) through relations between individuals, groups and institutions. In this symposium, teacher induction is studied as practices at these three dimensions. Our research question is: how are the practices of teacher induction constituted in European countries and globally in (1.) different discourses (in semantic space), (2.) activities, actions and activity systems (in physical space-time), and (3.) particular kinds of relationships between persons, social groups and institutions (social space).  This symposium consists of two sessions (Part I and Part II). The first presentation of the first session (Part I) will introduce the theoretical framework of practice architectures.  The following two presentations will empirically study mentoring from different perspectives in the European countries and Australia. The second paper will introduce practices of mentoring in Australia, Finland and Sweden. The third presentation will focus on practices of induction in Finland (Jyväskylä), Scotland (Glasgow) and UK (Oxford).