| Figures | ||
| 3.1 | Curricular spider web. | 52 |
| 4.1 | Characteristics of mentoring. | 80 |
| 5.1 | Percentage of teachers assigned a formal mentor in OECD countries. | 113 |
| 6.1 | The layers of induction practices in Fr-Belgium. | 134 |
| 6.2 | The layers of induction practices in the Netherlands. | 138 |
| 7.1 | Interest in the topic of teacher induction and mentoring in Romania (left) and Moldova (right). | 151 |
| 8.1 | Action research logs – Guidance for participants. | 190 |
| 8.2 | Themes and subthemes developed from coding. | 191 |
| 9.1 | Models of teacher education, induction and professional activity as fully educated teachers. | 204 |
| Tables | ||
| 3.1 | Key characteristics of the induction programmes. | 59 |
| 3.2 | How teacher induction in each country fits into one or more of Schiro’s (2012) different curriculum ideologies. | 64 |
| 4.1 | Numbers and percentages of articles attending to the five layers in Austria and Israel. | 85 |
| 4.2 | Layers discussed in combination in Austrian and Israeli articles. | 86 |
| 5.1 | Social-political arrangements for mentoring in NQT induction. | 110 |
| 5.2 | Material-economic arrangements for NQT induction and mentoring. | 112 |
| 5.3 | Cultural-discursive arrangements for mentoring. | 116 |
| 7.1 | Distribution of studies by dominant focus in the research scope. | 152 |
| 7.2 | Examples of evidence of mentoring as supervision in the Romanian context of professional practice. | 153 |
| 7.3 | Examples of evidence of construing the semantic space of mentoring as supervision. | 157 |
| 7.4 | Distribution of studies by dominant focus. | 159 |
| 7.5 | Examples of evidence of mentoring as supervision in the Moldavian context of professional practice. | 160 |
| 7.6 | Examples of evidence of construing the semantic space of mentoring as support. | 163 |
| 9.1 | Synopsis on main aspects of teacher education and induction. | 219 |
List of Figures and Tables
In: Making Sense of European Teacher Induction and Mentoring Practices
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