Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices

This study investigated newly qualified primary and lower secondary school teachers with a master’s degree in Norway how they experienced being stirred into induction practices their school. The theory of practice architectures was the theoretical framework used analysis, term ‘stirred into’ refers to dynamics entering becoming practitioner specific practice. A thematic analysis 42 interviews revealed three practices: 1) solo where plan evaluate teaching alone, 2) collaborative develop through collaboration few colleagues 3) collective can discuss all engage mutually beneficial productive interactions. identifies schools’ site-specific prefigures shapes teachers’ during phase.