Practice Architectures of Peer-Group Mentoring in New Teachers’ Professional Development
The purpose of this study was, first, to examine Finnish peer-group mentoring practices and how they are prefigured by practice arrangements (practice architectures) in the Finnish educational context (practice landscape), based on certain historically developed notions that define the role and task of the teachers (practice traditions). Second, this study aimed to provide research-based knowledge for the application of peer learning to teachers’ professional learning and development. This study utilises the theory of practice architectures as the theoretical framework and analytical tool. According to the theory of practice architectures, practices are enabled and constrained by cultural-discursive, material-economic, and social-political arrangements, which are specific to the site of the practice. This article-based dissertation consists of four sub-studies, of which three were interrogation of the Finnish model of peer-group mentoring, and one sub-study examined the methodological view for the conceptual investigation of peer-group mentoring. Methodologically, this dissertation represents qualitative research in the fields of teacher education and mentoring. Several datasets were utilised in this study. Empirical data in Studies 1 and 2 were collected in teachers’ focus group interviews, and teachers’ essay writings were gathered using the Method of Empathy Bases Stories. Study 3 was a review article of 46 research papers on peer-group mentoring. Study 4 was an autoethnographical investigation of the research process, and data consisted of self-reflective writings of the four research participants in Studies 1 and 2. The main findings of this study are that peer-group mentoring supports teachers’ professional development and that it can be used for the induction of new teachers and for facilitating teachers’ peer learning. However, the national practice architectures do not sufficiently support the organisation of mentoring in Finland. The problems lie particularly in the material–economic and social–political practice architectures, which are manifested in the absence of national funding and collective agreements as necessary conditions for the establishment of mentoring.
...
Publisher
Jyväskylän yliopistoISBN
978-951-39-9270-5ISSN Search the Publication Forum
2489-9003Contains publications
- Artikkeli I: Pennanen, M., Bristol, L., Wilkinson, J., & Heikkinen, H. L. (2016). What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia. Pedagogy, Culture and Society, 24(1), 27-53. DOI: 10.1080/14681366.2015.1083045. JYX: jyx.jyu.fi/handle/123456789/66458
- Artikkeli II: 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. DOI: 10.1080/00313831.2018.1554601
- Artikkeli III: Tynjälä, P., Pennanen, M., Markkanen, I., & Heikkinen, H. L. T. (2021). Finnish model of peer‐group mentoring : review of research. Annals of the New York Academy of Sciences, 1483(1), 208-223. DOI: 10.1111/nyas.14296. JYX: jyx.jyu.fi/handle/123456789/67154
- Artikkeli IV: Pennanen, M., Bristol, L. S. M., Wilkinson, J., & Heikkinen, H. L. (2017). Articulating the Practice Architectures of Collaborative Research Practice. In K. Mahon, S. Francisco, & S. Kemmis (Eds.), Exploring Education and Professional Practice : Through the Lens of Practice Architectures (pp. 201-217). Springer. DOI: 10.1007/978-981-10-2219-7_12. JYX: jyx.jyu.fi/handle/123456789/66457
Keywords
Metadata
Show full item recordCollections
- JYU Dissertations [875]
- Väitöskirjat [3607]
License
Related items
Showing items with similar title or keywords.
-
Exploring Mentor Teachers’ Experiences and Practices in Japan : Formative Intervention for Self-Directed Development of Novice Teachers
Goto, Ikuko; Yada, Takumi (Walter de Gruyter, 2024)This study pursues interventions by mentors in different mentoring phases. The mentoring refers to Engeström’s (2011. From design experiments to formative interventions. Theory & Psychology, 21(5), 598–628) formative ... -
Mentoring and Induction in the Nordic Countries : Some Introductory Remarks
Olsen, Knut-Rune; Bjerkholt, Eva M.; Heikkinen, Hannu L. T. (Cappelen Damm, 2020) -
What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia
Pennanen, Matti; Bristol, Laurette; Wilkinson, Jane; Heikkinen, Hannu L.T. (Routledge, 2016)Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand ‘good’ ... -
A Brief History of the Peer-Group Mentoring Model in Finland : Struggling for Space in a Contested Niche
Heikkinen, Hannu L. T.; Pennanen, Matti; Markkanen, Ilona; Tynjälä,Päivi (Cappelen Damm, 2020)The aim of this article is to introduce and reflect on the development of mentoring in Finland as implemented in the form of the Peer-Group Mentoring (PGM) model. Firstly, the main characteristics and principles of the PGM ... -
Finnish model of peer‐group mentoring : review of research
Tynjälä, Päivi; Pennanen, Matti; Markkanen, Ilona; Heikkinen, Hannu L. T. (Wiley-Blackwell; New York Academy of Sciences, 2021)This article reviews research on the Finnish model of peer‐group mentoring (PGM). The theoretical foundation of the model is based on the constructivist theory of learning, the concept of autonomy in teaching profession, ...