Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
Korhonen, H., Heikkinen, H. L. T., Kiviniemi, U., & Tynjälä, P. (2017). Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland. Teaching and Teacher Education, 61, 153-163. doi:10.1016/j.tate.2016.10.011
Published inTeaching and Teacher Education
DisciplineKoulutuksen tutkimuslaitosKäsityökasvatusFinnish Institute for Educational ResearchKäsityökasvatus
© 2016 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
This article examines from the student perspective a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. Reflective reports of student teachers (N = 19) who participated in PGM were analyzed using the phenomenographic method. The results show that students' experiences varied from considering the activity as (1) a coffee break or (2) peer-support, to seeing it as (3) identity construction or (4) a way of participating in a professional community. In further development of the model more emphasis should be placed on the integration of theory and practice.