Abstracts - Earli

perception and teachers’ learning on assessment. Information was gathered before and after eachmodule through the use of a portfolio. Results showed a very positive evaluation of the programfrom the part of teachers as well very positive effects on actual learning, but also have helped todiagnose program limitations.Novice teacher – mentor interaction during induction year: Guidance to organisational practiceor mirroring of professional growth?Eve Eisenschmidt, Tallinn University Haapsalu College, EstoniaErika Lofstrom, Tallinn University, EstoniaThe study explores novice teachers’ professional development and growth during their first year ofteaching. In the Estonian teacher education context the need has emerged to develop noviceteachers’ support structures during the induction year. Mentoring provides one means ofsupporting professional development, and mentoring practices have been addressed in adevelopment project set up for the purpose of developing teacher education. The study describessixteen novice teachers’ experiences of mentoring during their induction year. The data is based onthematic interviews with the novice teachers, in which they reflect upon their professional growthand their experiences of mentoring. Results indicate that during the induction year there is a shiftfrom a teaching-centred approach towards a learning-centred approach, which can be regarded asan expansion of the novice teachers’ pedagogical awareness and indicates novice teachers’professional growth. The mentoring relationship was described in terms of socialisation into theorganisation. Problem solving, feedback and support were the main ways in which the noviceteacher and the mentor interacted. Whether this process truly implies collaborative andorganisational learning or whether it is merely an adaptive process remains yet a question.Nevertheless, findings point to the direction that mentoring as a support structure during inductionyear need to be further developed and strengthened.Interpersonal perception of teacher behaviourTim Mainhard, Utrecht University, NetherlandsPerry den Brok, Utrecht University, NetherlandsMieke Brekelmans, Utrecht University, NetherlandsTheo Wubbels, Utrecht University, NetherlandsThe focus of this study was to get insight into how accurate students in secondary educationextract interpersonal information from teacher behaviour. Students’ aggregated judgments ofinterpersonal behaviour based on short video fragments of teachers they were unacquainted with(n = 375), were examined in relation to judgments of students who knew the teacher for at leastone year (n = 250). Based on 5 minutes video fragments students were asked to complete a versionof the Questionnaire on Teacher Interaction (QTI-SIT). The original QTI measures studentinterpersonal perceptions of behaviour using a circumplex with Influence and Proximity asunderlying dimensions (Wubbels et al., 2006). The judgments of unacquainted students predictedthose of students who were acquainted with the teacher quite well. Also the general interpersonalperception of the teachers’ behaviour (QTI), as it was measured in the acquainted classes onemonth in advance to the presentation of the video fragment, was predicted rather well by thestudents who were unacquainted with the teacher. Individual interpersonal perceptions ofunacquainted students however, seemed to be hardly related with QTI scores in acquainted classesat all.– 431 –