Using the theoretical perspective of ‘educational space’, this paper analyses the Swedish teacher registration reform and it´s induction system and how it changes roles, positions, relations, powers and identities within the Swedish educational system. An educational space can be understood as a relational category in which object and actor are related to another and where changeable positions and boundaries are created (Ferrrare & Apple, 2010). In this sense, actors within an educational system – such as teachers, principals, mentors and NQTs – position themselves and are also actively positioned by others (Leander & Osborne, 2008). They are also positioned by norms, values, curricula and legislation; in this case by the teacher registration reform and the structured induction system.