Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
Abstract
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.
Main Authors
Format
Articles
Research article
Published
2017
Series
Subjects
Publication in research information system
Publisher
Pergamon
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-201611014541Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0742-051X
DOI
https://doi.org/10.1016/j.tate.2016.10.011
Language
English
Published in
Teaching and Teacher Education
Citation
- Korhonen, H., Heikkinen, H. L., 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. https://doi.org/10.1016/j.tate.2016.10.011
License
Copyright© 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.