The entrance into teaching and need for support – narratives from diverse national and local contexts

Authors

  • Marit Ulvik University of Bergen
  • Ingrid Helleve University of Bergen
  • Kari Smith Norwegian University of Science and Technology (NTNU)

DOI:

https://doi.org/10.15845/ntvp.v6i1.3316

Keywords:

newly qualified teachers, induction, mentoring, professional development

Abstract

The study investigates how a group of newly qualified teachers in diverse national and local contexts experience the entrance into teaching. The study is based on narratives from new teachers in Australia, England, and Norway. By listening to their stories, the aim is to develop the understanding of this particular phase in teachers’ professional life and learn more about how to support NQTs. The findings suggest that there are more similarities than differences across the included nations concerning the entrance of the profession. When it comes to support the needs are similar, but the frameworks for support and mentoring are different. Implications from the study is that there are commonalities involved that make it possible to learn from each other when it comes to develop frameworks for support and mentoring and what contributes to professional development across national contexts.

Author Biographies

Marit Ulvik, University of Bergen

Marit Ulvik is a Professor of Education at the Department of Education, University of Bergen, Norway. She is a teacher educator with long experience as teacher and she is leader of the research group Teacher Professionalism and Education. Her main research interest is professional development, including newly qualified teachers and mentoring.  

Ingrid Helleve, University of Bergen

Ingrid Helleve is a Professor Emeritus of Education at the Department of Education at the University of Bergen, Norway. She is a teacher educator with long experience as a teacher. Her main research interests are professional development in education including student teachers, teachers and teacher educators. Helleve has published many articles and book chapters about mentoring.

Kari Smith, Norwegian University of Science and Technology (NTNU)

Kari Smith is a Professor of Education at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). Her main research interests are teacher education, professional development, mentoring novice teachers and assessment for and of learning. She is an experienced teacher and teacher educator. Currently she is the Head of the Norwegian National Research School in Teacher Education (NAFOL).

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Published

2021-10-15

How to Cite

Ulvik, M., Helleve, I., & Smith, K. (2021). The entrance into teaching and need for support – narratives from diverse national and local contexts. The Nordic Journal of Pedagogical Supervision, 6(1). https://doi.org/10.15845/ntvp.v6i1.3316

Issue

Vol. 6 No. 1 (2021)

Section

Articles

License

Copyright (c) 2021 Marit Ulvik, Ingrid Helleve, Kari Smith

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.