This presentation introduces the emerging practice of teacher induction, Peer-Group Mentoring model (PGM) which is being disseminated throughout Finland by the Finnish Network for Teacher Induction ‘Osaava Verme’ which includes all the teacher education institutions in Finland. The Peer-Group Mentoring model is based on the socio-constructivist view of learning and the model of Integrative Pedagogy (Tynjälä, 2008; Heikkinen et al., 2012). Based on empirical analysis of qualitative and quantitative data, the experiences of the national program will be introduced. The aim of the present study is to answer the following research question: How are the practices of peer-group mentoring constituted in the national and international (1.) discourses (semantic space), (2.) activities, actions and activity systems (physical space-time), and (3.) in social relationships (social space)? The analysis is based on literature review and empirical data which was collected from group participants (n=140) using online questionnaires and interviews (n=14). The findings of the quantitative and qualitative data show how the practices of PGM are (1.) semantically constituted (semantic space), (2.) what are the typical activities and actions (physical space-time) and (3.) how PGM strengthens the agency of young teachers as autonomous professionals (social space).