Show simple item record

dc.contributor.authorKiviniemi, Ulla
dc.contributor.authorTynjälä, Päivi
dc.contributor.authorHeikkinen, Hannu L. T.
dc.contributor.authorMartin, Anne
dc.date.accessioned2020-05-25T11:23:13Z
dc.date.available2020-05-25T11:23:13Z
dc.date.issued2021
dc.identifier.citationKiviniemi, U., Tynjälä, P., Heikkinen, H. L. T., & Martin, A. (2021). Running a hybrid : mingling in-service and pre-service teachers in peer-mentoring groups. <i>European Journal of Teacher Education</i>, <i>44</i>(4), 555-571. <a href="https://doi.org/10.1080/02619768.2020.1766442" target="_blank">https://doi.org/10.1080/02619768.2020.1766442</a>
dc.identifier.otherCONVID_35686548
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/69192
dc.description.abstracthis 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEuropean Journal of Teacher Education
dc.rightsIn Copyright
dc.subject.otherteacher education
dc.subject.othermentoring
dc.subject.otherprofessional development
dc.subject.otherintergenerational learning
dc.subject.otherthematic analysis
dc.titleRunning a hybrid : mingling in-service and pre-service teachers in peer-mentoring groups
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202005253445
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKäsityökasvatusfi
dc.contributor.oppiaineKäsityökasvatusen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange555-571
dc.relation.issn0261-9768
dc.relation.numberinseries4
dc.relation.volume44
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Taylor & Francis
dc.rights.accesslevelopenAccessfi
dc.subject.ysoammatillinen kehitys
dc.subject.ysooppimiskokemukset
dc.subject.ysotäydennyskoulutus
dc.subject.ysoopettajankoulutus
dc.subject.ysomentorointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p16215
jyx.subject.urihttp://www.yso.fi/onto/yso/p6266
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p298
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/02619768.2020.1766442
jyx.fundinginformationNo funding information.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

In Copyright
Except where otherwise noted, this item's license is described as In Copyright