Finnish model of peer‐group mentoring: review of research

Abstract

This article reviews research on the Finnish model of peer‐group mentoring (PGM). The theoretical foundation of the model is based on the constructivist theory of learning, the concept of autonomy in teaching profession, peer learning, and narrative identity work. The model has been disseminated nationwide in the educational sector to promote professional development of teachers and educational staff, mainly in primary and secondary education, but also in early childhood education and higher education. The thematic review is based on 46 peer‐reviewed publications about PGM in Finland in 2009–2019. Research has focused on the following main themes: (1) general aspects and characteristics of the implementation of the model; and (2) mentors’ and mentees’ experiences. The qualitative approach has been dominant in research. The studies show that both mentors and mentees find PGM a useful tool for individual professional learning and well‐being. Indirect influences have been reported about the development of work communities. The main challenges in applying the model are the lack of national agreement concerning the organization of PGM and allocation of mentors’ and mentees’ working time to PGM. It is concluded that PGM, as well as teachers’ professional development as a whole, should be seen as an integral part of the educational ecosystem.

Narratives of professional development in a teachers’ creative writing group

“…In addition to supporting the teachers' personal writing, the social aspect and opportunities for peer support were acknowledged in facilitating the writing group. Drawing from personal experience as a peer-group mentor and theoretical knowledge of peer-group mentoring for teacher development (Pennanen, Heikkinen, and Tynjälä 2020;Tynjälä et al 2019), the instructor of the writing group and the first author of this paper sought to create a positive experience for the participants. Ways of supporting the success of the group were physical and practical, such as serving refreshments and arranging the meetings at a convenient time in an aesthetic, pleasant space with good air quality; social, such as giving time for open conversation; and structural, such as creating a clear structure for the group meetings (Tynjälä et al 2019).…”

Key issues in professionalizing mentoring practices

“…[52][53][54][55][56][57] Plans for a peer-group mentoring program within the teaching profession, for example, should consider studies of similar programs. 74 Research-based best-practice guidelines contribute to making mentoring practices more effective. They should be considered wherever possible.…”

“…The best strategy for those planning and implementing programs is to look at those programs that appear the most similar with regard to their objectives, design, and context 52–57 . Plans for a peer‐group mentoring program within the teaching profession, for example, should consider studies of similar programs 74 …”

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

“…The high status of the teaching profession in Finland has attracted the best of the best students to teacher education, which has also been internationally acknowledged for its high academic standards (e.g. Sahlberg, 2015;Välijärvi & Heikkinen, 2012). A Master's level degree has been a requirement for teacher qualifications since 1979.…”