To what extent do beginning teachers use, create and claim agency at their school?

This thesis reports on the influence of induction programs on beginning teachers’ well-being and professional development, and the essential characteristics of an induction program. These topics were explored by means of an interview study and large scale survey study.

Beginning teachers often experience difficulties making activating lessons. This study investigates how and if the practical teaching model can offer them a hand in learning to design lessons.

This dissertation reports on the requirements for the design and development of teacher assessments, and examines the possibility of developing an assessment procedure that complies with the formulated requirements.

This thesis focuses on the question: What is the content of mentor teachers’ practical knowledge of adaptive response to their mentee teachers’ learning?

Professional learning communities are useful for professionalization but also for the development of induction programmes. In this project, we combine these two worlds into a professional learning communities in which mentors or novice teachers learn about mentoring and at the same time develop an induction…