Search results for: Pegg Jerine

In this article, the authors draw on a community of practice perspective to examine and understand the complex and emerging nature of an informal peer mentoring community composed of beginning education faculty members from different institutions. The authors conclude that the goal in this paper is to describe an alternative form of mentoring based on a community of practice. The structure of the group is influenced dually by the individuals in the group and the external circumstances. As faculty members become more diverse, alternative methods of mentoring are needed to support smooth transitions for new faculty and to support existing faculty as they undergo transitions later in their careers.