Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring

Abstract
This study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.
Main Authors
Format
Articles Research article
Published
2020
Series
Subjects
Publication in research information system
Publisher
Routledge, Taylor & Francis Group
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202002172088Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0031-3831
DOI
https://doi.org/10.1080/00313831.2018.1554601
Language
English
Published in
Scandinavian Journal of Educational Research
Citation
  • Pennanen, M., Heikkinen, H. L., & Tynjälä, P. (2020). Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring. Scandinavian Journal of Educational Research, 64(3), 355-371. https://doi.org/10.1080/00313831.2018.1554601
License
CC BY-NC-ND 4.0Open Access
Funder(s)
Ministry of Education and Culture
Funding program(s)
Others
Muut
Copyright© 2018 The Author(s)

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