Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive practices enacted to include them in the teaching profession while identifying the actors of such practices. We use practice architectures theory and the…

There is global agreement that schools should be inclusive, however both experienced and inexperienced teachers find this challenging. In this study we explore how experienced teachers working as local mentors for newly qualified teachers (NQTs) address the challenges they face in an inclusive school. The study is designed as a qualitative study…

The purpose of this study is to contribute to knowledge about school leaders' and mentors' perceptions, experiences, and legitimizations of national policy expectations about the organizing of mentoring of newly qualified teachers (NQTs). The analytical framework is based on perspectives of governing with attention to policy by expectations…

Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before.…

School leaders are in a position to make decisions that influence beginning teachers' first year in school. The leaders' attitudes to new teachers and mentoring have an impact on such teachers' professional possibilities. Through open-ended interviews, this qualitative study investigates how school leaders perceive newly qualified teachers' needs…

This article focuses on the importance of school leaders' commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have…

The main purpose of this article is to study the influence of social support on mentoring provided and the moderating influence of having a higher education. This cross-sectional survey was based on a questionnaire that was sent to 435 employees from 29 preschools in Norway. A total of 284 responses were returned, a response rate of 65.3%. Three…

To gain a deeper understanding of mentor preparation, which is still an underdeveloped area, the current paper focuses on a formal mentor education programme offered to teachers in secondary school at a university in Norway. The research questions in this qualitative study examine why teachers participate in the programme, how they perceive the…

Research on beginning teachers often focuses on the problems they encounter. This study, however, is based on the view that it is better to build on what people do well rather than to focus on their failures and helplessness. The aim of the study is to investigate teachers' strengths by examining the areas in which new teachers in upper secondary…

This article focuses on a cooperating teacher in Norway and her approach to mentoring first-year student teachers in their process of planning the mathematics teaching of third-graders. The purpose of the text is to show how the cooperating teacher's mentoring assists the student teachers' performance in a teaching form that is acknowledged as…

Unlike many other countries, Norway has no induction programme or reduction of teaching load for newly qualified teachers. However, an interesting model has been developed through the "New Teachers in Norway" project. This project involves teacher education institutions and schools, novice and experienced teachers as well as teacher…