Multidisciplinary peer-mentoring groups facilitating change? : a critical educational praxis perspective
Aarnikoivu, M., Pennanen, M., Kiili, J., & Nokkala, T. (2020). Multidisciplinary peer-mentoring groups facilitating change? : a critical educational praxis perspective. Learning and Teaching, 13(3), 18-40. https://doi.org/10.3167/latiss.2020.130303
Published inLearning and Teaching
DisciplineSosiaalityöKoulutuksen tutkimuslaitosSocial WorkFinnish Institute for Educational Research
© The Author(s), 2020
This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of critical education praxis (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants – doctoral students and more established scholars – of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confidential, multidisciplinary space. Based on these results, we argue that multidisciplinary peer mentoring has a high potential to offer an excellent space for collaborative, critical dialogue, which could ultimately facilitate change among individual academics, but also potentially more widely within higher education institutions. ...
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Additional information about fundingThis study was conducted as a result of a pilot project (‘Researchers’ skills and research growth—the peer mentoring pilot project and study’), funded by the Student Life initiative of the University of Jyväskylä, Finland.
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