Mentoring Novice Teachers in a Norwegian Context of Inclusive Education

References

• Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
   Google Scholar
• Ainscow, M., & Hargreaves, A. (2016). Collaboration as a strategy for promoting equity in education: Possibilities and barriers. Journal of Professional Capital & Community, 1(2), 159–172. https://doi.org/10.1108/JPCC-12-2015-0013
   Web of Science ®Google Scholar
• Allan, J. (2012). Difference in policy and politics: Dialogues in confidence. Review of Disability Studies: An International Journal, 8 (3), 14–24.
   Google Scholar
• Andresen, S. (2020). Being inclusive when talking about diversity. Nordic Journal of Comparative and International Education (NJCIE), 4(3–4), 26–38. https://doi.org/10.7577/njcie.3725
   Google Scholar
• Angelides, P., & Mylordou, A. (2011). The beneficial outcome of a successful mentoring relationship: The development of inclusive education. Teacher Development, 15(4), 533–547. https://doi.org/10.1080/13664530.2011.642650
   Google Scholar
• Antonsen, Y., Maxwell, G., Bjørndal, K. E. W., & Jakhelln, R. (2020). «Det er et kjemperart system!» – spesialpedagogikk, tilpasset opplæring og nyutdannede læreres kompetanse. Acta Didactica Norden, 14(2). [Special education, adapted education, and NQTs’ competence]. https://doi.org/10.5617/adno.7918.
   Google Scholar
• Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86. https://doi.org/10.1016/j.tate.2015.02.004
   Web of Science ®Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bjerkholt, E. (2017). Profesjonsveiledning. Fra praktisk virksomhet til teoretisk felt [Professional Mentoring]. Cappelen Damm Akademisk.
   Google Scholar
• Bjørnsrud, H., & Nilsen, S. (2019). Joint reflection on action – a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway. International Journal of Inclusive Education, 23(2), 158–173. https://doi.org/10.1080/13603116.2018.1427153
   Web of Science ®Google Scholar
• Burger, J., Bellhäuser, H., & Imhof, M. (2021). Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction. Teaching and Teacher Education, 103, 1–11. https://doi.org/10.1016/j.tate.2021.103345
   Web of Science ®Google Scholar
• Çakmak, M., Gündüz, M., & Emstad, A. B. (2019). Challenging moments of novice teachers: Survival strategies developed through experiences. Cambridge Journal of Education, 49(2), 147–162. https://doi.org/10.1080/0305764X.2018.1476465
   Web of Science ®Google Scholar
• Cameron, D. L. (2017). Teacher preparation for inclusion in Norway: A study of beliefs, skills, and intended practices. International Journal of Inclusive Education, 21(10), 1028–1044. https://doi.org/10.1080/13603116.2017.1326177
   Web of Science ®Google Scholar
• Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers & Teaching, 20(2), 189–211. https://doi.org/10.1080/13540602.2013.848570
   Web of Science ®Google Scholar
• Chu, M.-W., Craig, H. L., Yeworiew, L. B., & Xu, Y. (2020). Teachers’ Unpreparedness to accommodate student needs. Canadian Journal of School Psychology, 35(3), 210–224. https://doi.org/10.1177/0829573520916610
   Web of Science ®Google Scholar
• Colognesi, S., Van Nieuwenhoven, C., & Beausaert, S. (2020). Supporting newly-qualified teachers’ professional development and perseverance in secondary education. On the role of informal learning. European Journal of Teacher Education, 43(2), 258–276. https://doi.org/10.1080/02619768.2019.1681963
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
   Web of Science ®Google Scholar
• Demo, H., Nes, K., Somby, H. M., Frizzarin, A., & Zovo, S. D. (2021). In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway. International Journal of Inclusive Education, 1–19. https://doi.org/10.1080/13603116.2021.1904017
   Web of Science ®Google Scholar
• Dyssegaard, C. B., Larsen, M. S., & Tiftikçi, N. (2013). Effekt og pædagogisk indsats ved inklusion af børn med særlige behov i grundskolen. Systematisk review [Effect and pedagogical intervention of inclusion of students with special needs in general education. A systematic review]. Aarhus University. https://edu.au.dk/fileadmin/edu/Udgivelser/Clearinghouse/Review/review_inklusion_2013.pdf
   Google Scholar
• Educational Act. (1998). Act relating to primary and secondary education and training https://lovdata.no/NLE/lov/1998-07-17-61
   Google Scholar
• Engvik, G. (2014). Nyutdannede lærere og klasseledelse – et individuelt anliggende? [Novice Teachers and Classroom Management – a Private Matter? In M. B. Postholm (Ed.), Ledelse og læring i skolen (pp. 82–99). Universitetsforlaget.
   Google Scholar
• Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 7-8, 691–704. https://doi.org/10.1080/13603116.2019.1622801
   Web of Science ®Google Scholar
• Florian, L., Young, K., & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14(7), 709–722. https://doi.org/10.1080/13603111003778536
   Web of Science ®Google Scholar
• Føinum, M. (2018). Veiledningssamtaler med nyutdannede lærere: Hvilke tema prioriteres? [Mentoring discussions with novice teachers: Which topics are prioritized?]. Acta Didactica Norge, 12(3), 7. https://doi.org/10.5617/adno.4903
   Google Scholar
• Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1980). Clinical supervision: Special methods for the supervision of teachers. Holt, Rinehart & Winston.
   Google Scholar
• Golding, L. (2020). An exploration of the potential benefits of supporting mentors of Newly Qualified Teachers to use solution-focused strategies in their mentoring role. [ A thesis submitted as part of the requirements for the Doctorate in Educational and Child Psychology]. The University of East London. https://repository.uel.ac.uk/download/781233d7c9224ddb0d42075fb25d89a2a228d713b0fa87830067f2fa327f19d8/2079496/2021_DEdPsy_Golding.pdf
   Google Scholar
• Halmrast, H., Gulbrandsen, I. P., Sjøvold, J. M., Stampe, P. L., Ulvik, M., & Kvam, E. K. (2021). Evaluering av veiledning av nyutdannede nytilsatte lærere -Sluttrapport [Evaluation of supervision of newly educated teachers -Final Report] https://no.ramboll.com
   Google Scholar
• Handal, G., & Lauvås, P. (1987). Promoting reflective teaching: Supervision in practice. Open University Press.
   Google Scholar
• Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141–164. https://doi.org/10.1080/13603116.2014.908965
   Web of Science ®Google Scholar
• Harrison, J. K., Lawson, T., & Wortley, A. (2005). Mentoring the beginning teacher: Developing professional autonomy through critical reflection on practice. Reflective Practice, 6(3), 419–441. https://doi.org/10.1080/14623940500220277
   Google Scholar
• Herzog-Punzenberger, B., Altrichter, H., Brown, M., Burns, D., Nortvedt, G. A., Skedsmo, G., Wiese, E., Nayir, F., Fellner, M., McNamara, G., & O’Hara, J. (2020). Teachers responding to cultural diversity: Case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability, 32(3), 395–424. https://doi.org/10.1007/s11092-020-09330-y
   Web of Science ®Google Scholar
• Hvalby, M. (2022). I do not want to shatter their dreams of becoming a teacher, mentors’ use of professional judgement in suitability assessments. In K. Smith Ed., Inquiry as a Bridge in Teaching and Teacher Education (pp. 171–189). https://doi.org/10.55669/oa120410
   Google Scholar
• Hyry-Beihammer, E., Jokikokki, K., & Uitto, M. (2019). Emotions involved in encountering classroom diversity: Beginning teachers’ stories. British Educational Research Journal, 45(6), 1124–1139. https://doi.org/10.1002/berj.3554
   Web of Science ®Google Scholar
• Johnsen, B. H. (2020). From historical roots to future perspectives towards inclusive education. In B. H. Johnsen (Ed.), Theory and methodology in international comparative classroom studies (pp. 18–35). Cappelen Damm Akademisk.
   Google Scholar
• Kutsyuruba, B., Walker, K. D., & Godden, L. (2019). Contextual factors in early career teaching: A systematic review of international research on teacher induction and mentoring programs. Journal of Global Education and Research, 3(2), 85–123. https://doi.org/10.5038/2577-509X.3.2.1057
   Google Scholar
• Lejonberg, E., Elstad, E., Sandvik, L., & Solhaug, T. & Christophersen, K.-A. (2019). Mentors of preservice teachers: The relationships between mentoring approach, self-efficacy and effort. International Journal of Mentoring & Coaching in Education, 7(3), 261–279. https://doi.org/10.1108/IJMCE-12-2017-0076
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
   Google Scholar
• Lindqvist, H., Thornberg, R., Weurlander, M., & Wernerson, A. (2021). Change advocacy as coping strategy: How beginning teachers cope with emotionally challenging situations. Teachers & Teaching, 27(6), 474–487. https://doi.org/10.1080/13540602.2021.1889496
   Web of Science ®Google Scholar
• Lisenbee, P. S., & Tan, P. (2019). Mentoring novice teachers to advance inclusive mathematics education. International Journal of Whole Schooling, 15(1), 1–27. https://files.eric.ed.gov/fulltext/EJ1202633.pdf
   Web of Science ®Google Scholar
• Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., & Clandinin, D. J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring & Tutoring: Partnership in Learning, 20(1), 7–26. https://doi.org/10.1080/13611267.2012.645598
   Google Scholar
• Martínez-Álvarez, P., & Chiang, H. M. (2020). A bilingual special education teacher preparation program in New York city: Case studies of teacher candidates’ student teaching experiences. Equity & Excellence in Education, 53(1–2), 196–215. https://doi.org/10.1080/10665684.2020.1749186
   Web of Science ®Google Scholar
• Mausethagen, S., & Mølstad, C. E. (2015). Shifts in curriculum control: Contesting ideas of teacher autonomy. Nordic Journal of Studies in Educational Policy, 2015(2), 28520. https://doi.org/10.3402/nstep.v1.28520
   Google Scholar
• Mayring, P. (2015). Qualitative content analysis: Theoretical background and prosedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Ed.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 365–380). Springer Netherlands.
   Google Scholar
• Ministry of Education and Research. (2017). Læreplanverket. Overordnet del. [Core Curriculum] https://www.regjeringen.no/contentassets/53d21ea2bc3a4202b86b83cfe82da93e/core-curriculum.pdf
   Google Scholar
• Mitchell, D. (2015). Inclusive education is a multi-faceted concept. Center for Educational Policy Studies Journal, 5(1), 9–30. https://doi.org/10.26529/cepsj.151
   Google Scholar
• Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091
   PubMed Web of Science ®Google Scholar
• Nes, K., Demo, H., & Ianes, D. (2018). Inclusion at risk? Push- and pullout phenomena in inclusive school systems: The Italian and Norwegian experiences. International Journal of Inclusive Education, 22(2), 111–129. https://doi.org/10.1080/13603116.2017.1362045
   Web of Science ®Google Scholar
• Nilsen, S. (2010). Moving towards an educational policy for inclusion? Main reform stages in the development of the Norwegian unitary school system. International Journal of Inclusive Education, 14(5), 479–497. https://doi.org/10.1080/13603110802632217
   Web of Science ®Google Scholar
• Nilsen, S. (2020). Inside but still on the outside? Teachers’ experiences with the inclusion of pupils with special educational needs in general education. International Journal of Inclusive Education, 24(9), 980–996. https://doi.org/10.1080/13603116.2018.1503348
   Web of Science ®Google Scholar
• OECD. (2020). Education Policy Outlook in Norway. OECD Education Policy Perspectives, 20, OECD Publishing. https://doi.org/10.1787/8a042924-en
   Google Scholar
• Olsen, M. H. (2021). A practical–theoretical perspective on the inclusive school in Norway. In N. B. Hanssen, S.-E. Hansén, & K. Ström (Ed.), Dialogues between Northern and Eastern Europe on the Development of Inclusion: Theoretical and Practical Perspectives (pp. 99–114). Taylor & Francis Group. https://doi.org/10.4324/9780367810368-9
   Google Scholar
• Olsen, K. R., Bjerkholt, E., & Heikkinen, H. L. T. (2020). Mentoring and induction in the nordic countries – some introductory remarks. In K.-R. Olsen, E. Bjerkholt, & H. L. T. Heikkinen (Ed.), New Teachers in Nordic Countries – Ecologies of Mentoring and Induction (pp. 11–26). Cappelen Damm Akademisk.
   Google Scholar
• Organisation for Economic Co-operation and Development, (2018). Effective Teacher Policies. Insights from PISA. https://doi.org/10.1787/9789264301603-en
   Google Scholar
• Pillen, M., Beijaard, D., & Den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers & Teaching, 19(6), 660–678. https://doi.org/10.1080/13540602.2013.827455
   Web of Science ®Google Scholar
• Saldaña, J. (2014). Coding and analysis strategies. In P. Leavy (Red) (Ed.), The Oxford Handbook of qualitative education: A user’s guide. (3rd ed., pp. 581–598). Thousand Oaks, Sage Publications.
   Google Scholar
• Shanks, R., Attard Tonna, M., Krøjgaard, F., Paaske, K., Robson, D., & Bjerkholt, E. (2020). A comparative study of mentoring for new teachers. Professional Development in Education, 48(5), 1–15. https://doi.org/10.1080/19415257.2020.1744684
   Web of Science ®Google Scholar
• Smith, K. (2015). Mentoring- a profession within a profession. In H. Tillema, G. van Westhuisen, & K. Smith (Ed.), Mentoring for learning - climbing the mountain (pp. 283–298). Sense publishers.
   Google Scholar
• Smith, K. (2016). Functions of assessment in teacher education. In J. Loughran & M. L. Hamilton (Ed.), International handbook of teacher education (pp. 405–428). Springer Singapore.
   Google Scholar
• Sullivan, A., Johnson, B., Simons, M., & Tippett, N. (2021). When performativity meets agency: How early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers. Teachers & Teaching, 27(5), 388–403. https://doi.org/10.1080/13540602.2020.1806050
   Web of Science ®Google Scholar
• Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning qualitative research: Design and decision making for new researchers. International Journal of Qualitative Methods, 19, 19. https://doi.org/10.1177/1609406920967174
   Web of Science ®Google Scholar
• Tonna, M. A., Bjerkholt, E., & Holland, E. (2017). Teacher mentoring and the reflective practitioner approach. International Journal of Mentoring & Coaching in Education, 6(3), 210–227. https://doi.org/10.1108/IJMCE-04-2017-0032
   Web of Science ®Google Scholar
• UDIR. (2021). Utdanningsspeilet 2021 [The Norwegian Education Mirror]. Published 02.11.2021 by the Norwegian Directorate for Education and Training. https://www.udir.no/tall-og-forskning/publikasjoner/utdanningsspeilet/utdanningsspeilet-2021/
   Google Scholar
• UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. https://unesdoc.unesco.org/ark:/48223/pf0000098427
   Google Scholar
• United Nations. (2015). Transforming our World: The 2030 Agenda for Sustainable Development. 41. https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
   Google Scholar
• Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase. Contemporary Educational Psychology, 51, 170–184. https://doi.org/10.1016/j.cedpsych.2017.08.002
   Web of Science ®Google Scholar