NEWLY QUALIFIED TEACHERS: DIVERSITY AS A POSITIVE ASSET FOR PROFESSIONAL COMPETENCE

1. NEWLY QUALIFIED TEACHERS: DIVERSITY AS A POSITIVE ASSET FOR PROFESSIONAL COMPETENCE Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

2. A national program aimed at quality development in kindergartens and schools, with a particular focus on retaining and further developing the newly qualified teachers` competence. Newly Qualified Teachers Induction Program Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

3. The mentor team from the University College is responsible for the training of local mentors and will participate in some of the mentoring. Mentoring Newly Qualified Teachers University college Intention agreement Municipality • Local mentor • Individual and • group • mentoring University college Kindergarten Cooperation agreement University college School Cooperation agreement Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

4. The Newly Qualified Teachers bring along their own problems and challenges to the mentoring group. All the members in the group reconstruct and construct the challenges. The aim is to further develop the group into a social learning network. How is the Mentoring Carried Out? Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

5. Teachers in kindergartens, primary schools and secondary schools have different ways of understanding children and children's learning processes. They report that negotiations - when different voices meet in mentor groups often create new understanding and development of knowledge. Interesting Experiences Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

6. Kindergarten teacher education New challenges: A more multi-cultural society More diversity among the children, the parents and the employees New curriculum Kindergarten for all children between one and six Kindergartens in Norway Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

7. When teachers from kindergartens, primary- and secondary schools meet in mentoring groups: Diversity in education experiences working environments cultural background strengths and weaknesses points of view Diversity in Mentoring Groups Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

8. Diversity can be considered as a problem or as a positive asset. The way we look at diversity may influence our own learning as well as the children’s possibilities for learning. Different Approaches to Diversity Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

9. Three researchers are in the process of making empirical studies in schools and kindergartens. What characterizes the competence building of newly qualified teachers in school and kindergarten during the first working year? A Common Research Project Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

10. Social cultural approach Vygotsky Leontjev Bakhtin Engeström Common Theoretical Approach Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

11. Mediating artifact Subject Object→ outcome Rules Community Division of labor Engeström`s Theories on Activity Learning Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

12. Mediating artifact Mediating artifact Subject Object→ outcome Outcome -Object→ Subject Rules Community Division of labor Rules Community Division of labor Third generation of Activity Theory Potential shared object Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY

13. Question • In which way may diversity be a positive asset for the building of professional competence? Elin Ødegård, Telemark University College Liv Torunn Eik, Vestfold University College NORWAY