Ingen regel utan undantag Nya lärare om sitt första yrkesverksamma år, med eller utan introduktion och mentorsstöd

Abstract

This thesis aims to explore the experiences of new teachers during their first professional year and the mentorship support provided by their schools. It focuses on their awareness of the right to an induction year with mentorship, how mentorship support is offered, and their perceptions of the support received. Interviews with seven teachers at the same school form the basis of this study. The findings reveal that the first year is perceived as challenging, and many teachers lack knowledge about their right to mentorship support. The quality of mentorship support offered varies widely. In some cases, mentorship is entirely absent, and when it is provided, it is often seen as unclear and disorganized. Despite inadequate mentorship, teachers report feeling welcomed due to strong collegial support. Collegial solidarity and a culture of mutual assistance are highlighted as crucial in mitigating the shortcomings of the mentorship program. However, while collegial support can act as a safety net, the need for a well-structured mentorship program remains critical to ensure support for new teachers, as collegial help cannot be guaranteed and primarily offers emotional rather than pedagogical support.