Mentoring im Berufseinstieg von Lehrpersonen : Ein bilateraler Vergleich zwischen Deutschland und Finnland

Abstract

Internationally, mentoring is a well-recognized practice in supporting newly qualified teachers. Based on theoretical and empirical understanding, this paper compares mentoring practices in two countries: Germany and Finland. The theoretical framework of practice architectures is used to explore mentoring as an expression of a particular view on teacher induction and professionalization of teachers.