Search results for: Peer relationship
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The present study describes an assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. The study explores students’ perceptions of Assessment360. The findings suggested that students indicated Assessment360 potentially encouraged reflection, collaboration, and feedback.
Updated: Jul. 05, 2018
Student Teachers' Experiences of Participating in Mixed Peer Mentoring Groups of In-service and Pre-service Teachers in Finland
This study examines how students perceive a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. The findings reveal that the students' experiences of participating in peer mentoring group were positive. The findings also highlighted the importance of prospective teachers having authentic connections to working life and colleagues already during initial education. The findings also show that experiences varied in terms of depth and effectiveness and the kind of learning that they promoted. The students considered the activity as (1) a coffee break, (2) peer-support, (3) identity construction and (4) a professional community.
Updated: Jul. 01, 2018
The goal of this study was to evaluate a peer mentoring program in a graduate school setting. More specifically, mentoring functions and outcomes among graduate students were assessed, along with an analysis of graduate school peer mentoring program characteristics. This study contributed three main findings.First, the present study was a first attempt to quantitatively analyze specific mentoring function and outcome relationships in a graduate school setting. Second, results indicated psychosocial assistance and networking help were reported as a program strength. However, pair compatibility and mentor preparation were not found to be essential program characteristics.
Updated: Jan. 30, 2017
This paper documents a self-study on the authors' actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve their knowledge as teacher educators, reflective practitioners, and researchers. The authors conclude that they present their analysis of competing pedagogical tensions that were overlooked and consequently led to a less than meaningful learning experience. Recognizing and appreciating the tensions and their impacts required reflecting on their individual actions through dialogue and shared writing. The author's use of metaphors also helped them to investigate what they were each thinking and feeling.
Updated: Jan. 16, 2017
The purpose of this study was to develop and validate a scale to assess peer mentoring practices that aim to enhance learning. The findings from interviews were used to develop items. The 11-item form was administered to 126 college students. After the confirmatory factor analysis, the scale took on its final form with 10 items in 3 factors as Contribution to Mentee, Mentor Characteristics, and Peer Relationships.
Updated: Jan. 01, 2017
Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context
In this article, the author explores how mentoring and role modeling may help facilitate the development of female students’ understanding and practice of leadership in secondary girls’ school contexts. The findings revealed a variety of mentoring relationships existed in the schools studied. It was found that female student leaders were reciprocally mentors and role models to other students, whilst also mentees of older women mentors. Both the influence of and the greater need for female role models were also found to be important in supporting the development of adolescent girls for leadership.
Updated: Nov. 07, 2016
“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions
In this article, the authors explore how relationships between peer facilitators and students in a Peer-Assisted Study Sessions (PASS) program impacted on education students as independent learners. The findings reveal that PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. The authors conclude that they recognize the importance of training that focuses on facilitating student-centered sessions, which address study skills and deepen understanding of course material. Facilitators could be encouraged to work collegially in generating a range of activities that promote active learning for PASS participants.
Updated: Oct. 09, 2016
The purpose of this study was to examine the effectiveness of a program for children and young people who were bullied or at-risk of being bullied with older student mentors. The results revealed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These findings suggest that the program was able to facilitate a relationship which made mentees feel better about school.
Updated: Aug. 09, 2016
The main focus of this research was to assess the impact of a mentoring scheme in facilitating integration amongst first-year international students who come from different ethnic, cultural, sociocultural and socio-economic backgrounds so that they become effective learners. The findings indicated that international students suffer from acute disorientation in their new institution. They find the new academic and social culture daunting. The author concludes that the lessons learned from it together with many of the suggestions which emerged from the focus group discussions, are included in the current mentoring scheme. The success of the mentoring scheme facilitated the transition of first-year international students, encouraged a sense of community and actually created a community amongst the international student cohort.
Updated: Nov. 01, 2015
This study investigated the influence of only two factors on students’ willingness to mentor: a personality-related factor (altruism) and a contextual factor (organizational culture). The quantitative analysis shows that organizational culture and altruism significantly impact students’ willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. The study suggests that universities do have a role to play in promoting students’ interest in peer mentoring programs through the development of a culture of support and mutual help.
Updated: Aug. 30, 2015