The induction of new teachers occurs through special kinds of 'practices' ' they are not all the same ' which are formed in particular 'practice architectures' that make them possible, and in particular 'ecologies of practice' which connect them with other practices (like teaching and learning). Using the theory of practice architectures, this chapter outlines some of the different ways that practices of teacher induction in Finland, Sweden, Estonia and Norway have been constructed. These different practices inhabit different places in semantic space, in material space-time, and in social space. In each of these dimensions, different practices of teacher induction rely on different kinds of cultural-discursive, material-economic and social-political arrangements. Using the theory of ecologies of practices, the chapter shows how different practices of teacher induction are in ecological relationships ' like relationships of interdependence ' with other practices like teaching, leading and professional learning.
|Translated title of the contribution||Peer group mentoring architecture and ecology|
|Title of host publication||Gruppmentorskap|
|Subtitle of host publication||Som stöd för lärares professionella utveckling|
|Editors||Jessica Aspfors, Sven-Erik Hansén|
|Place of Publication||Helsinki, Finland|
|Number of pages||22|
|Publication status||Published - 2011|