The starting point of the study is the work counselling process taking place in the induction phase of the students’ teaching career. The work counselling process consists of activities that support and strengthen the students’ teacher hood and their primary function as teachers by helping them to analyse their work and to attach to working life as newly graduated teachers. In this study, autoethnography has been used as a tool to help us reflect on our actions and work. Methods have been chosen based on the thought that in the induction period, the students’ experiences function as mirrors for us supervisors, helping us to reflect on our actions and the supervision process and to form ideas and meanings based on the documented discourse data.