NTI - Promoting Professional Development (NTI-PPD) (NTI-PPD)
Main funder
Funder's project number: NPHZ-2023/10082
Funds granted by main funder (€)
- 12 000,00
Funding program
Project timetable
Project start date: 01/08/2023
Project end date: 31/08/2026
Summary
The induction and mentoring of newly qualified teachers (NQTs) is nested in national policies
and practices in/for teacher education and continuing professional development. The NTI-
network is built on a common overall aim for all beginning teachers to be part of sustainable,
comprehensive induction and mentoring systems for professional development. The network
highlights teacher education as being a continuum of professional learning into the profession.
This reframing of teacher education depends on collaboration between teacher education
and different stakeholders such as teacher unions. Today the research on teacher induction
and mentoring is dominated by research from the US. The NTI-network will promote new
research and experienced-based knowledge from the Nordics and engage knowledge-
based discussions on how to develop sustainable comprehensive induction and mentoring
programmes. By strengthening the Nordic perspective using the Nordic model of collaboration
between stakeholders the NTI-network creates different arenas for sharing knowledge, inspiring
each other across nations and stakeholders. The project is also nested in the Nordic and
European associations of Teacher Unions (NLS and ETUCE) and in Nordic and European
education research networks - the Nordic Educational Research Association (NERA) and the
European Educational Research association (EERA). The NTI-project is framed by the theory of
Ecologies of practice. This project on promoting Professional development is also based on the
theory of practice architectures.
and practices in/for teacher education and continuing professional development. The NTI-
network is built on a common overall aim for all beginning teachers to be part of sustainable,
comprehensive induction and mentoring systems for professional development. The network
highlights teacher education as being a continuum of professional learning into the profession.
This reframing of teacher education depends on collaboration between teacher education
and different stakeholders such as teacher unions. Today the research on teacher induction
and mentoring is dominated by research from the US. The NTI-network will promote new
research and experienced-based knowledge from the Nordics and engage knowledge-
based discussions on how to develop sustainable comprehensive induction and mentoring
programmes. By strengthening the Nordic perspective using the Nordic model of collaboration
between stakeholders the NTI-network creates different arenas for sharing knowledge, inspiring
each other across nations and stakeholders. The project is also nested in the Nordic and
European associations of Teacher Unions (NLS and ETUCE) and in Nordic and European
education research networks - the Nordic Educational Research Association (NERA) and the
European Educational Research association (EERA). The NTI-project is framed by the theory of
Ecologies of practice. This project on promoting Professional development is also based on the
theory of practice architectures.
