Pre-service teachers’ questions about the profession during mentoring group conversations

Eriksson, Anita

doi:10.1080/02619768.2016.1251901

Cited by 9 publications

(4 citation statements)

References 20 publications

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“…Mentoring is a common practice in socialising students, researchers, and early-career professionals both in academia (Asgari & Carter, 2016;Curtin et al, 2016;Driscoll et al, 2009) and other professional communities (e.g., Eriksson, 2017;Pennanen et al, 2020;Zhang et al, 2016). While mentoring is often organised as one-on-one or a dyad of a senior mentor and a junior mentee, it can also be organised in group constellationsas peer mentoring, group mentoring, or collaborative mentoring (Asgari & Carter, 2016;Kroll, 2016) and may also take place among junior scholars without senior mentors (Gregoric & Wilson, 2012).…”

Section: Peer Mentoring In Universitiesmentioning

confidence: 99%

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Nokkala

Aarnikoivu

Kiili

2021

Scandinavian Journal of Educational Research

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Obtaining a doctoral degree requires acquisition of different types of skills and knowledge. The aim of this article is to explore multidisciplinary peermentoring groups (PMGs) facilitated by senior academics as a knowledge sharing practice in doctoral education. Drawing from interviews with participants of PMGs at a Finnish university, we found that the participants perceived that cultures and practices of doctoral education in departments and faculties, as well as limited support from supervisors might hinder knowledge sharing. They highlighted that a flat hierarchy and confidential atmosphere supported by the multidisciplinary group composition promoted knowledge sharing and emotional support. Based on these results, we argue that PMGs are a useful resource for facilitating knowledge sharing amongst doctoral researchers and thus have a capacity to benefit the individual as well as the organisation as a whole.

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Section: Peer Mentoring In Universitiesmentioning

confidence: 99%

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Nokkala

Aarnikoivu

Kiili

2021

Scandinavian Journal of Educational Research

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“…As regards teachers' peer-group mentoring, most of the studies have focussed on inservice teachers, but recently group mentoring has been organized also for pre-service teachers (Eriksson 2013(Eriksson , 2016Yuan 2016). Studies on mixed groups of in-service and pre-service teachers are still rare.…”

Section: Characteristics Of Peer-group Mentoringmentioning

confidence: 99%

Running a hybrid: mingling in-service and pre-service teachers in peer-mentoring groups

Kiviniemi

Tynjälä

Heikkinen

et al. 2020

European Journal of Teacher Education

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“…Through the purposive research design with a researcher as the meeting leader, the risk of double roles is reduced, i.e. the meeting leader is not involved in teaching and/or assessing the participating student teachers' knowledge, which otherwise might influence student teachers' risk-taking during discussions in the meetings (Eriksson, 2017).…”

Section: Settingmentioning

confidence: 99%

Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences

Sjöberg

Nyberg

2019

Journal of Science Teacher Education

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Professional knowledge for science teaching develops over time and interplays with professional experiences in field. In the present study, we explore student teachers' reflective conversation upon teaching experiences, with pedagogical content knowledge, PCK, as an analytical lens. The empirical data is based on nine meetings, with groups of 3-6 student teachers with an academic degree, at three different periods during their one-year short-track teacher education program. The findings show how student teachers focus on the PCK component instructional strategies in their discussion. A difference between the different sets of meetings is the increased presence of discussions regarding assessment of student learning. The findings also elicit different ways of relating components of PCK in varying contexts. The shift over time from a focus on teachers' instructional strategies to also including students' understanding indicates a development toward becoming a teacher. Even though a structured discussion with theoretically grounded didactic questions is established, it is challenging to deepen the discussion when the student teachers' varying teaching experiences are present at the same time. Nevertheless, the study shows the possibilities of structured group discussions about field experiences in a collegial setting in a shorttrack teacher education program, regarding student teachers' development as "becoming teachers."

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Pre-service teachers’ questions about the profession during mentoring group conversations

Cited by 9 publications

References 20 publications

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Running a hybrid: mingling in-service and pre-service teachers in peer-mentoring groups

Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences

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