Peer-group mentoring for primary pre-service teachers during professional experience. Issue 3 (26th May 2020)

• Record Type: Journal Article
• Authors: Cavanagh, Michael; King, Alexis
• Is Part Of: Asia-Pacific journal of teacher education. Volume 48:Issue 3(2020)
• Page Start: 287
• Page End: 300
• Publication Date: 2020-05-26
• Subjects: Peer-group mentoring -- professional experience -- pre-service teacher -- mentoring; Teachers -- Training of -- Australasia -- Periodicals; Teachers -- Training of -- Pacific Area -- Periodicals; 370.71095
• DOI: 10.1080/1359866X.2019.1633622
• Languages: English
• ISSNs: 1359-866X

Abstract

ABSTRACT: The purpose of this study is to explore the experiences of primary pre-service teachers engaged in a peer-group mentoring program during a professional experience placement. Pre-service teachers completed weekly questionnaires and an interview about their experiences. Questionnaire and interview responses were coded and analysed according to three domains of teacher development: professional, personal and social. Common themes about the participants' peer-group mentoring experiences include the role of the professional standards, the practical nature of the activities, increased confidence to teach and feelings of belonging and being supported. However, pre-service teachers did not make links between theory and practice in the sessions. This study provides insights into how the Finnish model of peer-group mentoring might be implemented for pre-service teachers in an Australian context.