1. Ph.D. Göran Fransson, University of Gävle, Sweden Induction in different professions

2. My context: The Induction Research Group at the University of Gavle The Municipality Induction Network My own research Networks – ATEE, NQTNE (Newly Qualified Teachers in Northern Europé – Research and Development Network)

3. A comparative perspective gives opportunities: to be aware of for granted assumptions to challenge own perspectives to raise new kind of questions to construct new perspectives and new way to conceptualise, think and act

4. Some materials (Fransson 2006) Ph.d. thesis – comparing military officers and secondary school teachers. Fransson (2003): Theory and practice in education and profession - engineers, nurses, architects, military officers and teachers

5. Induction in private companies: Introduction Low intensive – start the work directly High intensive – education Trainees Mentors

6. Trainees Selection – the “elite” Aim: To develop knowledge of the company and it's “culture” Aim: Develop leadership Methods: Face different positions, tasks, divisions, countries Methods: Education and mentors “Trainees are motivated, hungry to learn and willing to share their knowledge”. (Often seen in advertisements)

7. Mentors: Develop leadership Motivate strategic personnel Personal growth

8. Changes in Education Teachers, nurses and military officers as examples Their basic Education has got a more scientific character

9. Scientific character … … as a process of changing focus… … from skills needed directly when entering an organization as newly qualified … ….to skills and knowledge about the profession which’s is important to develop the profession and developing one’s own professionalism. From know-how to know-about

10. Changes to a scientific character Military officers – 1999 Nurses and teachers – a process during the last 30 years Effect: From know-how to know-about Lack of skills needed directly when entering an organization as newly qualified

11. Effect: Changes in education Changes in society and in conditions exercising the work Their entrance at work has become more complicated and more fragile

12. Solutions? Nurses the same conditions of employment as doctors – “AT-nurses”, mentorship (Proposition) Teachers having right to an induction- period (Agreement 1995) Military officers giving supplemented Education and supervision … … and the regular officer’s education extended from two years to three years

13. Next… A closer look at teacher and military officer

14. Ph.d. thesis - Fransson 2006 Comparing military officers and secondary school teachers. To See Each Other in Action: A comparative Study of Communicative Conditions and the Process of Becomming for Commissioned Officers and School Teachers

15. Why compare military officers and teachers? Planning and leading education Has pedagogical education Educate large groups – curriculum, group processes, interaction Different organisational and institutional settings and contexts Differences in education, mission, working conditions and clients

16. Main conclutions: The dissertation’s main conclusions are connected to issues of transparency in communicative situations … … and to incentives (stimuli)connected to control, supervision and support.

17. Result: Incentives (stimuli) The differences in incentives for control, supervision and support between military officers and teachers … are strong among military officers - they are directly dependent on each other’s work. The same incentives are weaker among teachers - they are not as dependent on each other’s work as the officers are.

18. In other words: Military officers must to a great extent then teachers know what colleagues manage to do and at the same time they must be certain that they act and conceptualise the same way The nature of war gives incentives to control and support as well at to learn together.

19. Result: Transparancy Differences in transparency in communicative situations The officers and one of the teachers processes of sense making appeared visibly and collective in character, where the rules of conduct and meaning emerge clearly without ambiguity. On the other hand, the majority of the teachers’ process of sense making appeared private, concealed, inaccessible and diverse in character.

20. In other word: Officers and teachers working in teams could see colleagues in action (planning, perform, evaluate and develop). Officers Their work is more collective, visibly and open for communication, reflection and learning. A collective process of learning. The most of the teachers do to an high extent work alone. Teachers work is more individually and what colleagues do, say and conceptualise is more invisibly. A more individualised process of learning.

21. Institutionally incentives for soldiers: to control the knowledge and skills to give support to learn together

22. Institutionally incentives for teachers: Rationalised individuality (Hargreaves, 1994) Economise with time, resources and ambitions – individual work

23. Teachers working in Teams A rather small team Not just an ”administrative unit” but also an operative unit. 38 pupils, 4 teachers, three rooms Self directed, collectivly responsibly Collaboration (planning, perform, evaluate and develop).

24. Questions: Do teacher’s (eventually) collaborations replace the need of any induction-systems (as mentors)? … or are teacher’s collaborations just a supplement to any kind of induction system (e.g. mentors)?

25. Questions: Officers do have institutionally incentives to collaborate, but what about teachers? What incentives for collaboration do exist for teachers?

26. Questions: What are the most important arguments for giving Newly Qualified Teachers support? Are there any arguments against support? Could a discourse around teachers needing support and help, give a back- lash for the profession?

27. Further research: The situation of supervision (Officers having a more distinct method for counselling and advising while teachers have a more moderate method of supervision?)

28. The end