The networking teacher in action: A qualitative analysis of early career teachers' induction process

•We describe the evolution of ECTs' support network during their first school year.•ECTs' school-internal support networks stabilize quickly over the course of the school year.•School-external and non-professional support networks fulfill an important role in the process of teacher induction.•ECTs are in need for knowledge exchange with their more experienced colleagues.•ECTs struggle with their positioning as a newcomer at their school.