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Elisabet Malmström Nordström, G. Z. (1985) Bildspråkets funktioner [The function of the pictorial; in Swedish]. In P. Cornell, S. Dunér, T. Millroth, G. Z. Nordström, Ö. Roth-Lindberg, Bildanalys – teorier, metoder och begrepp. Stockholm: Gidlunds. Peirce, C. S. (1931-1958) Collected Papers of Charles Sanders Peirce (CP) Charles Hartshorne, Paul Weiss, and Arthur W. Burks (eds.)(8 volumes), (In the article references are made to CP, followed by the number of volume and paragraph) Piaget, J. (1951) Play, Dreams and Imitation in Childhood. London: Routledge & Kegan Paul. Piaget, J. & Inhelder, B.(1969) The Psychology of the Child. London: Routledge & Kegan Paul. Riedel, I. (1993) Bildspråket [Bilder in therapie, kunst und religion; in Swedish]. Stuttgart: Kreutz Verlag. Sjölin, J. (1993) Att tolka bilder [To explicate pictures; in Swedish]. Lund, Sweden: Studentlitteratur. Sonesson, G. (1989) Pictorial concepts – Inquiries into the semiotic heritage and its relevance for the analysis of the visual world. Lund, Sweden: Lund University Press Sonesson, G. (1992) Bildbetydelser [Pictorial explication; in Swedish]. Lund, Sweden: Studentlitteratur. Sonesson, G. (1994) Prologomena to a semiotic analysis of prehistoric visual displays. Semiotica, 100: 3/4, July 1994, 267-339. Sonesson, G. (2000) From Iconicity to Pictoriality – A view from ecological semiotics. (publishing in VISIO, 10 Š) http://www.arthist.lu.se/kultsem/sonesson/CV_gs.html#Other__scientific Ventimiglia, M. (2005) Three educational orientations: A Peircean perspective on education and the growth of the self. Studies in Philosophy and Education, 2005; 24(3): 291-308. Vygotsky, L. (1924/1971) The Psychology of Art. Cambridge: The M.I.T. Press. Vygotskij, L. (1930/ 1995) Fantasi och kreativitet i barndomen [Fantasy and creativity in childhood; in Swedish]. Göteborg, Sweden: Daidalos. Vygotsky, L. (1935/1978) Mind and Society. Cambridge: Harvard University. Wertsch, J. V. (1979) From social interaction to higher psychological processes. Human Development 22:1-2 Wertsch, J. V. (1985) The semiotic mediation of mental life: L.S. Vygotsky and M.M. Baktin. In J. V. Wertsch Language thought and language: Advances in the study of Cognition. New York: Academic Press. Wertsch, J. V. (1991) Voices of the mind – A socio-cultural approach to mediated action. Cambridge: Harvard University Press. Endnotes 1 The Collected Papers of Charles Sanders Peirce is quoted as CP, followed by the volume and paragraph number. 126
Education Inquiry Vol. 2, No. 1, March 2011, pp.127–139 EDU. INQ. Is individual mentoring the only answer Ingrid Helleve* & Marit Ulvik** Abstract 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 Introduction Norway is at a crossroads regarding its future policy for newly qualified teachers. The question of how new teachers should be introduced to teaching has been discussed in the Norwegian Parliament several times (NOU 1996; MER 1996; Government report, 2003). Unlike many other countries within the OECD (OECD, 2005), Norwegian policy documents have concluded that there is no need for an induction year or any kind of reduction of educational duties in the first year in the profession. The debate concerning the situation of newly qualified teachers in Norway has again been raised in Parliamentary Proposition 11, 2008–2009 (MER, 2008). So far, newly qualified teachers in Norway have been offered participation in a national project New Teachers in Norway organised in networks between schools and teacher education institutions. This is set to be changed. The only initiative mentioned in the Parliamentary Proposition is individual mentoring within the school. Through the national project newly qualified teachers have been offered to participate in learning communities outside their own school together with mentors and teacher educators. This paper aims to investigate how novice teachers who participate in the national project New Teachers in Norway experience their first year as teachers, and how their needs correspond to the support they are offered through the national project, and the future plans announced in Parliamentary Proposition 11, 2008–2009 (MER, 2008). * Department of teacher Education, University of Bergen, Norway. E-mail: Ingrid.helleve@iuh.uib.no ** Department of Teacher Education, University of Bergen, Norway. E-mail: marit.ulvik@iuh.uib.no ©Author. ISSN 2000-4508, pp.127–139 127
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