Abstract
The induction year has been included in preschool teacher preparation to support novice teachers professional growth in Estonia since 2005. The research in this field has concentrated on the experiences of and outcomes of the induction year for novice teachers, the results have been used to develop the teacher education as well as the induction year. The present paper focuses on the practices in the mentoring process and the trust between novice teachers and their mentors as vital aspects in supporting professional growth. Altogether 19 young teachers and their mentors completed the questionnaires twice ? at the beginning and at the end of the induction year. Additional interviews were conducted with 15 teacher-mentor pairs. The participants stressed confidentiality, open communication, and frequent contacts as the main bases of trust. The level of trust appeared generally high; some changes were reported during the induction year. Novice teachers and mentors generally agreed on the frequencies of different practices in their relationship with one exception ? mentees reported less frequent sharing of mentors own experiences than the mentors did. The sharing of materials, talking about the mentees achievements, and analysing the mentees teaching methods were the most frequent practices. The results help to improve the induction year program and the training of mentors.

Abstract
Written evaluations such as multiple choice, true or false, etc, have demonstrated to be valid, reliable, acceptable and with a high impact in education but these methods do not evaluate clinical reasoning or the abilities to develop certain skills. Summary of work: To remedy this, the Script (the script concordance test) is a tool designed to evaluate clinical reasoning and it places examinees in authentic clinical situations where they have to interpret data in order to make decisions, while the OSCE (objective structured clinical exam) evaluates clinical proficiency. At Maimonides University we use these three evaluation instruments separately, but we have never applied these evaluation methods in a combined form. The aim was to design a global evaluation technique (?Multiple Education Evaluation Process?) based on the experience in using different evaluation tools with second and third year students of Medicine at the Maimonides University. Summary of results: To evaluate second year Neumonology we used a written exam and also the OSCE. Of 38 students, 74% passed the written exam and 58% passed the OSCE. 16% passed the written exam but not the OSCE and all the students who passed the CE also passed the written exam.To evaluate third year Nephrology we used the written exam and the Script. Of 28 students, 64% passed the written exam and 75% passed the Script. 18% passed the written exam but did not pass the Script, and 29% passed the Script but did not pass the written exam. Conclusions: As we had already supposed, there was no relationship between the different types of exams. We think that by using the ?Multiple Education Evaluation Process? we will have a better possibility to evaluate in detail the knowledge, abilities and reasoning skills of our students.

Abstract
The effectiveness of teaching strategies that are generically labelled as cooperative learning (CL) is mainly analyzed in terms of motor, motivational or social benefits, measured at the end of CL units. However, few studies have quantitatively examined the processes that are inherent to the cooperative relationships between pupils. The aim of this exploratory study was to characterize the processes of construction of trust judgements by pupils in dyadic cooperative interactions during climbing lessons. The building of mutual trust is indeed a fundamental aspect of human cooperation. This study was carried out referring to the ?course of action? theoretical and methodological framework. Two middle school pupils in eighth grade participated in this study. They formed fixed dyads based on personal affinities. In every climbing task they cooperated alternately as a climber and insurer. Their behaviours and communications were recorded on video. After each session they participated in self-confrontation interviews. The elements involved in the construction of trust judgements of the climber toward the insurer were identified, and the evolutions of this judgement were characterized in relation to the modes of cooperation between pupils. The results show that the climbers trust judgement focused on two dimensions of the insurers activity: reliability of the belay and of his advice to succeed in the task. The building of these trust judgements combined the climbers knowledge about his insurer and event interpretation occurring in the context of the class during the insurer-climber cooperation. Results show the existence of a relationship between the development of each students trust judgements toward his partner, and the positive and negative dynamics of cooperation between students.

Abstract
What do migrants bring with them when they migrate, and how are those items of memorabilia arranged into narratives of origin, migration, loss and identity? How are experiences of migration and Diaspora mediated from one generation to another? What is told and by whom? What is silenced and who is excluded from the right to remember? The focus of this preparatory paper is to chart how memory is arranged in the context of migration. The main aim is to bring forward the practice of the transition of people ? the arranging of memories and the transmission of a narrative that will serve coming generations with guidelines of how to live (how one is to remember ones origin, what that means to ones identity, how one is to behave as a member of an ethnic minority community, etc). More specifically, thus, the study will analyse how memory is arranged into a narrative of identity. Through the discussion of identity, key concepts (such as, authenticity and hybridity) will surface. The theoretical discussion will revolve around questions of nation, migration and gender, and the ethics of memory. An extended scholarship has illuminated the central role which women play in the creation and mediation of migration and ethnic-belonging narratives. Resting on such research, my study will contribute to a further discussion of the construction of narratives of identity. Narratives, as well as the components and composition of the narrative, are often the responsibility of women ? a responsibility that is transmitted from mothers to daughters.