Mentoring in Denmark: Altering a Foothold in the Ecosystem of Teacher Development

Publikation: Konferencebidrag uden forlag/tidsskriftAbstraktForskningpeer review


In Denmark there is no national policy concerning induction. DK has a long tradition for local and highly informal support schemes for newly qualified teachers. Teacher education and schools are governed by national centrally defined measures for quality and objectives described in terms of competencies. It is up to local level i.e. municipalities, schools and teacher educators to take responsibility for fulfilling the defined measures how to fulfil these to the local level. In the period, 2000-2013 scattered local mentor programs were expanded. All new teachers were entitled to additional working hours for preparation as part of a collective agreement. However, this disappeared with the working time law that followed the lockout of the Danish teachers in 2013.
New research shows that newly qualified teachers get far less support than they need. There are many lack even basic formalized introduction. Almost half of the newly qualified teachers report lack of structure and framing regarding their induction. A survey from the Danish Union of Teachers shows that an increasing part of the newly qualified teachers turn to counselling due to precarious work pressure, caused by the work’s structural framework that creates an imbalance between demands and resources. They have expectations to their own role as teachers, and get the experience that they cannot fulfil this role.
The biggest challenge in Denmark is that there are neither national organization nor resources for the support of newly qualified teachers. At the same time schools are challenged by initial teacher shortage and an increasing number of newly qualified teachers who leave or consider leaving the teaching profession. The most urgent challenge therefore is to set newly qualified teachers on the national school policy agenda - in competition with many other challenges at that agenda.
The teacher education programme from 2013 has just been evaluated. One of the findings was that both nqt and school leaders consider that the transition from students to teachers is generally difficult for graduates.
In Denmark, researchers still are collaborating with the teacher Union in Denmark. Both parts have the same vision that NQT get zest for being a teacher, stay in the profession and desire lifelong professional learning. National research develops and tests designprincips for induction programs for NQT and some department of Danish Union of Teachers carry out small induction programs outside school-time. In addition Danish Union of Teachers has arranged workshop for special deputies with the theme support to NQT.
Publikationsdato5 sep. 2019
StatusUdgivet - 5 sep. 2019
BegivenhedECER 2019: 'Education in an Era of Risk – the Role of Educational Research for the Future' - Hamborg, Tyskland
Varighed: 3 sep. 20196 sep. 2019


KonferenceECER 2019


  • Læring, pædagogik og undervisning
  • læreprocesser