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Mentoring in Sweden: A Narrative of Agreements and Fading Aways
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. (IT i Lärande)ORCID iD: 0000-0002-5592-2964
2019 (English)In: Abstract book, NERA 2019, 2019, p. 963-964Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the Swedish society, mentoring is an issue which involves many stakeholders,including (a) the two teachers unions, as defenders of teachers rights, (b) school owners andmunicipals, as locally responsible for the schools and teachers and thus for mentoring, (c) TheSwedish National Agency for Education as a supporting authority and as responsible for theimplementation of standards the newly qualified teachers are evaluated against. Universities andteacher education institutions are not generally regarded as stakeholders even though they havedelivered some education for mentors. However, like in the other Nordic countries, teacherinduction is a complex ecosystem with different intentions and interests.In Sweden there have been some important milestones when comes to the formal implementation ofmentoring. In 1995, a national agreement was reached between the Swedish Association of LocalAuthorities and the two teachers’ unions (the Nation-al Union of Teachers in Sweden and theSwed-ish Teachers’ Union) emphasising school development. One component in this agreement wasthat it gave new teach-ers the right to be supported by a mentor and to participate in an inductionprogramme. However, it took some years until the issue of mentoring became more widespreadaround the millennium-shift, partly due to a feared lack of teachers, but after some years the issue ofmentoring started to lose momentum (Fransson, 2012). A second milestone was the 2008government proposal of a national mandatory induction system, with mentoring, a probationary yearand the registration of teachers as central components (SOU, 2008:52, Government bill, 2010). Inthe system, newly qualified teachers were expected to have a mentor and at the same time beingevaluated by the principal who decided whether or not the teacher was suitable enough to berecommended to earn the Teacher Registration. The reform, implemented in 2010 -2012 putmentoring in the foreground through legislation and boosted mentoring for NQTs. However, in mid2014 the principals’ evaluation of the NQTs was abolished and the teacher registration was earnedwhen graduation from teacher education. This lead to mentoring became less prioritized, even964though there are still obvious needs for it.The most actual challenge at the moment is to prove why mentoring should be put higher on the listof preferences of the educational challenges among a number of many issues calling for attention.Another issue which must be highlighted is the need and importance of education of mentors. As aconclusion, I suggest that the issue of mentoring has lately buried under other ‘more important’issues to a great extent, and the ecological niche for mentoring, so to speak, seems to have fadedaway even though the legislation is in place.

Place, publisher, year, edition, pages
2019. p. 963-964
Keywords [en]
Teacher registration, induction, mentoring
National Category
Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:hig:diva-30929OAI: oai:DiVA.org:hig-30929DiVA, id: diva2:1369744
Conference
NERA 2019, 6–8 Mars 2019, Uppsala, Sweden.
Projects
inductionAvailable from: 2019-11-12 Created: 2019-11-12 Last updated: 2019-11-19Bibliographically approved

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https://www.nera2019.com/wp-content/uploads/sites/36/2019/03/abstract-book-nera-2019-03-06.pdf

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Fransson, Göran

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