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dc.contributor.authorKorhonen, Hanna
dc.contributor.authorHeikkinen, Hannu L.T.
dc.contributor.authorKiviniemi, Ulla
dc.contributor.authorTynjälä, Päivi
dc.date.accessioned2016-11-02T12:45:40Z
dc.date.available2019-10-24T21:35:18Z
dc.date.issued2017
dc.identifier.citationKorhonen, 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. <i>Teaching and Teacher Education</i>, <i>61</i>, 153-163. <a href="https://doi.org/10.1016/j.tate.2016.10.011" target="_blank">https://doi.org/10.1016/j.tate.2016.10.011</a>
dc.identifier.otherCONVID_26286740
dc.identifier.otherTUTKAID_71563
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/51798
dc.description.abstractThis 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.
dc.languageeng
dc.language.isoeng
dc.publisherPergamon
dc.relation.ispartofseriesTeaching and Teacher Education
dc.subject.otherbeginning teachers
dc.subject.otherinduction
dc.subject.otherteacher development
dc.subject.othercontinuum
dc.subject.otherpeer group mentoring
dc.titleStudent teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201611014541
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineKäsityökasvatusfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiaineKäsityökasvatusen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-11-01T13:15:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange153-163
dc.relation.issn0742-051X
dc.relation.numberinseries0
dc.relation.volume61
dc.type.versionacceptedVersion
dc.rights.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.
dc.rights.accesslevelopenAccessfi
dc.subject.ysofenomenografia
jyx.subject.urihttp://www.yso.fi/onto/yso/p20240
dc.relation.doi10.1016/j.tate.2016.10.011


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