Peer-Group Mentoring as a Tool for Teacher Development

Autor/inn/en	Geeraerts, Kendra; Tynjälä, Päivi; Heikkinen, Hannu L. T.; Markkanen, Ilona; Pennanen, Matti; Gijbels, David
Titel	Peer-Group Mentoring as a Tool for Teacher Development
Quelle	In: European Journal of Teacher Education, 38 (2015) 3, S.358-377 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2014.983068
Schlagwörter	Peer Teaching; Mentors; Foreign Countries; General Education; Vocational Education; Teacher Attitudes; Qualitative Research; Skill Development; Knowledge Base for Teaching; Professional Identity; Self Esteem; Communities of Practice; Teacher Education; Teaching Experience; Comparative Analysis; Statistical Analysis; Online Surveys; Factor Analysis; Faculty Development; Finland + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Ausbildung; Berufsbildung; Lehrerverhalten; Qualitative Forschung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Self-esteem; Selbstaufmerksamkeit; Community; Lehrerausbildung; Lehrerbildung; Statistische Analyse; Faktorenanalyse; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01