摘要：Unlike many other countries, Norway has no induction programme or reduction of teaching load for newly qualified teachers. However, an interesting model has been developed through the “New Teachers in Norway” project. This project involves teacher education institutions and schools, novice and experienced teachers as well as teacher educators in the learning process. Future enterprises that are currently discussed in a Parliamentary Proposition have an individual focus. The only suggestion is that all new teachers should have a mentor. The aim of this paper is to investigate how the needs of novice teachers correspond to the aims of the national project and the future plans of Norwegian policymakers.Keywords: novice teachers, mentors, reflective dialogues, networks, learning communities(Published: 1 March 2011)Citation: Education Inquiry Vol. 2, No. 1, March 2011, pp.127–139
