6533b85dfe1ef96bd12bdf27

RESEARCH PRODUCT

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Hanna KorhonenUlla KiviniemiPäivi TynjäläHannu L. T. Heikkinen

subject

Service (systems architecture)phenomenography05 social sciencesPerspective (graphical)teacher development050301 educationIdentity (social science)Student teacherPeer groupcontinuumTeacher educationEducationpeer group mentoringPeer mentoringPedagogyComputingMilieux_COMPUTERSANDEDUCATION0501 psychology and cognitive sciencesta516fenomenografiaPsychologyPhenomenography0503 educationinductionbeginning teachers050104 developmental & child psychology

description

This article examines from the student perspective a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. Reflective reports of student teachers (N = 19) who participated in PGM were analyzed using the phenomenographic method. The results show that students' experiences varied from considering the activity as (1) a coffee break or (2) peer-support, to seeing it as (3) identity construction or (4) a way of participating in a professional community. In further development of the model more emphasis should be placed on the integration of theory and practice. peerReviewed

yearjournalcountryeditionlanguage
2017-01-01
http://urn.fi/URN:NBN:fi:jyu-201611014541