Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
File version
Accepted Manuscript (AM)
Author(s)
Heikkinen, Hannu LT
Kiviniemi, Ulla
Tynjala, Paivi
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
Size
File type(s)
Location
Abstract
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.
Journal Title
Teaching and Teacher Education
Conference Title
Book Title
Edition
Volume
61
Issue
Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
© 2016 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/
Item Access Status
Note
Access the data
Related item(s)
Subject
Education systems
Curriculum and pedagogy
Specialist studies in education
Social Sciences
Education & Educational Research
Beginning teachers' induction
Continuum of teacher development
Phenomenography
Persistent link to this record
Citation
Korhonen, H; Heikkinen, HLT; Kiviniemi, U; Tynjala, P, Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland, Teaching and Teacher Education, 2017, 61, pp. 153-163