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dc.contributor.authorKiviniemi, Ulla
dc.contributor.authorTynjala, Paivi
dc.contributor.authorHeikkinen, Hannu LT
dc.contributor.authorMartin, Anne
dc.description.abstractThis 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.
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofjournalEuropean Journal of Teacher Education
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsTeacher education
dc.subject.keywordsprofessional development
dc.titleRunning a hybrid: mingling in-service and pre-service teachers in peer-mentoring groups
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationKiviniemi, U; Tynjala, P; Heikkinen, HLT; Martin, A, Running a hybrid: mingling in-service and pre-service teachers in peer-mentoring groups, European Journal of Teacher Education, 2020
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.
gro.hasfulltextNo Full Text
gro.griffith.authorTynjala, Paivi

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