The Induction Phase as a Critical Transition for Newly Qualified Teachers

This chapter addresses the issue of becoming a teacher, with the induction phase as a critical transition from initial teacher education to the lifelong professional learning of teachers, and mentoring as a tool of support. It presents newly qualified teachers’ views on initial teacher education and discusses the need for fostering the connection between teacher training and the induction year. New teachers’ views on teacher induction and mentoring are based on research findings in Finland and other Nordic countries. Another important question addresses how initial teacher education can facilitate the metamorphosis of a student teacher into an autonomous teacher. The new teachers’ experienc…