ABSTRACT
The research and development work to support new teachers in Finland has resulted in a novel peer-group mentoring model (PGM). One of the special features of this model is the inclusion of more experienced teachers alongside new teachers within these groups. The Finns have launched a comprehensive national programme to support new teachers which utilizes the PGM model (Heikkinen et al., 2010). In this chapter, the practices affi liated with this model are studied from an international perspective within the theoretical framework of practice theory.
