<p>This paper aims to examine how the beginning of newly examined teacher’s professional life might look like and also highlight the obstacles that might occur during the induction, the time during which the student becomes the teacher. The paper also discusses what support that is available for newly examined teachers in schools concerning the possibility to have a mentor and a period of introduction.</p><p>A qualitative method was used for this study and interviews were made with new teachers who shared their experiences from the beginning of their careers. The results from the interviews were also discussed from the points of view of the study’s theories concerning different leadership styles.</p><p>Two handbooks for new teachers, aiming to support them in their new professional role were compared. Based on the leadership styles that this paper brings up, the two books were discussed whether or not their advice is beneficial to new teachers.</p><p>New teachers experience various problems during their induction. Great responsibility combined with many tasks, loneliness as a class teacher and conflict management are a few of the areas that the new teachers find difficult. As a new teacher you have the right to have a mentor during the first year of teaching and the teacher unions are working for an establishment of a year of introduction where you will be gradually introduced to the profession. The people in the study had all had a mentor but neither got a period of introduction but they were left with full responsibility from the start. The advice given by the handbooks give new teachers guidance, but should be considered as an inspiration and not definitive solutions since every situation is unique.</p>

This paper aims to examine how the beginning of newly examined teacher’s professional life might look like and also highlight the obstacles that might occur during the induction, the time during which the student becomes the teacher. The paper also discusses what support that is available for newly examined teachers in schools concerning the possibility to have a mentor and a period of introduction. A qualitative method was used for this study and interviews were made with new teachers who shared their experiences from the beginning of their careers. The results from the interviews were also discussed from the points of view of the study’s theories concerning different leadership styles. Two handbooks for new teachers, aiming to support them in their new professional role were compared. Based on the leadership styles that this paper brings up, the two books were discussed whether or not their advice is beneficial to new teachers. New teachers experience various problems during their induction. Great responsibility combined with many tasks, loneliness as a class teacher and conflict management are a few of the areas that the new teachers find difficult. As a new teacher you have the right to have a mentor during the first year of teaching and the teacher unions are working for an establishment of a year of introduction where you will be gradually introduced to the profession. The people in the study had all had a mentor but neither got a period of introduction but they were left with full responsibility from the start. The advice given by the handbooks give new teachers guidance, but should be considered as an inspiration and not definitive solutions since every situation is unique.

Today Swedish society is surrounded by the English language, more so the importance to know how to read English is therefore essential. Students in consequence need the support from teachers to find suitable strategies to master their reading.This degree project’s aim is to find out if teachers use different methods to teach reading, and if so, why. This paper will present the reader with the theories and literature on the definition of reading strategies. Initially, various researchers will be present the two most commonly used strategies, the cognitive and the metacognitive. Although different researcher claim different This study is based on interviews with two teachers in elementary school, grade 4-6. The results and conclusion of this study is that the combination of different methods and the teachers’ adaption to each class and individual is what provides the students with the confidence to learn. Not only does this make it easier for the students to reach the requirements set for them, but this also gives them a willingness to learn. Furthermore, the study provides information on if the teachers working experience does have an impact on the methods they using when teaching L2 learners reading strategies.