Peer-group mentoring as a tool for teacher development
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 addre...
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| Veröffentlicht in: | European journal of teacher education 2015-07, Vol.38 (3), p.358-377 |
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| container_end_page | 377 |
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| container_issue | 3 |
| container_start_page | 358 |
| container_title | European journal of teacher education |
| container_volume | 38 |
| creator | Geeraerts, Kendra Tynjälä, Päivi Heikkinen, Hannu L.T. Markkanen, Ilona Pennanen, Matti Gijbels, David |
| description | 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. |
| doi_str_mv | 10.1080/02619768.2014.983068 |
| format | Article |
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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. 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Tynjälä, Päivi ; Heikkinen, Hannu L.T. ; Markkanen, Ilona ; Pennanen, Matti ; Gijbels, David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c473t-2a9410a71d3fbd025c3199b044563cd2fb1152eeace23874439448666892b743</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Communities of Practice</topic><topic>Comparative Analysis</topic><topic>Factor Analysis</topic><topic>Faculty Development</topic><topic>Finland</topic><topic>Foreign Countries</topic><topic>General Education</topic><topic>induction</topic><topic>Knowledge Base for Teaching</topic><topic>mentoring</topic><topic>Mentors</topic><topic>Online Surveys</topic><topic>Peer Teaching</topic><topic>Professional Development</topic><topic>Professional Identity</topic><topic>Qualitative Research</topic><topic>Research Methodology</topic><topic>Self Esteem</topic><topic>Skill Development</topic><topic>Statistical Analysis</topic><topic>Teacher Attitudes</topic><topic>teacher development</topic><topic>Teacher Education</topic><topic>teacher learning</topic><topic>Teaching Experience</topic><topic>Vocational Education</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Geeraerts, Kendra</creatorcontrib><creatorcontrib>Tynjälä, Päivi</creatorcontrib><creatorcontrib>Heikkinen, Hannu L.T.</creatorcontrib><creatorcontrib>Markkanen, Ilona</creatorcontrib><creatorcontrib>Pennanen, Matti</creatorcontrib><creatorcontrib>Gijbels, David</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>European journal of teacher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Geeraerts, Kendra</au><au>Tynjälä, Päivi</au><au>Heikkinen, Hannu L.T.</au><au>Markkanen, Ilona</au><au>Pennanen, Matti</au><au>Gijbels, David</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1069106</ericid><atitle>Peer-group mentoring as a tool for teacher development</atitle><jtitle>European journal of teacher education</jtitle><date>2015-07-03</date><risdate>2015</risdate><volume>38</volume><issue>3</issue><spage>358</spage><epage>377</epage><pages>358-377</pages><issn>0261-9768</issn><eissn>1469-5928</eissn><abstract>Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. 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| fulltext | fulltext |
| identifier | ISSN: 0261-9768 |
| ispartof | European journal of teacher education, 2015-07, Vol.38 (3), p.358-377 |
| issn | 0261-9768 1469-5928 |
| language | eng |
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| source | EBSCOhost Education Source |
| subjects | Communities of Practice Comparative Analysis Factor Analysis Faculty Development Finland Foreign Countries General Education induction Knowledge Base for Teaching mentoring Mentors Online Surveys Peer Teaching Professional Development Professional Identity Qualitative Research Research Methodology Self Esteem Skill Development Statistical Analysis Teacher Attitudes teacher development Teacher Education teacher learning Teaching Experience Vocational Education |
| title | Peer-group mentoring as a tool for teacher development |
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