Running a hybrid : mingling in-service and pre-service teachers in peer-mentoring groups
Kiviniemi, U., Tynjälä, P., Heikkinen, H. L. T., & Martin, A. (2021). Running a hybrid : mingling in-service and pre-service teachers in peer-mentoring groups. European Journal of Teacher Education, 44(4), 555-571. https://doi.org/10.1080/02619768.2020.1766442
Published inEuropean Journal of Teacher Education
© 2020 Taylor & Francis
his study examines a hybrid form of the Finnish Peer-Group Mentoring (PGM) merging student teachers and in-service teachers of different career stages in group meetings facilitated by an educated mentor. Experiences of the in-service participants were studied by interviewing them, and the data were analysed through thematic analysis. Four main themes were identified: 1) Enjoying group activities, 2) Personal professional development, 3) Attaching to the professional community and 4) Developing the teacher profession. The study shows that the hybrid model of peer-group mentoring enables opportunities for teacher learning that benefit both schools and teacher education institutions.
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