Title
Peer-group mentoring as a tool for teacher development Peer-group mentoring as a tool for teacher development
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Abingdon ,
Subject
Educational sciences
Source (journal)
European journal of teacher education: journal of the Association for Teacher Education in Europe. - Abingdon
Volume/pages
38(2015) :3 , p. 358-377
ISSN
0261-9768
ISI
000358132800006
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional development throughout the entire teaching career. In general, there were few significant differences between vocational teachers and their colleagues in general education in their perceptions of PGM. The study further suggests an alternative conceptualisation of professional development based on the following components: development of skills and knowledge, strengthening professional identity and self-confidence, and development of a work community.
E-info
https://repository.uantwerpen.be/docman/iruaauth/d62b2f/69f190496ca.pdf
Full text (open access)
https://repository.uantwerpen.be/docman/irua/9077ad/51de1210.pdf
E-info
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Handle