Eli Lejonberg, Katrine Nesje, Eyvind Elstad, Knut-Andreas Abben Christophersen
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Innovative approaches to mentoring: preservice teachers’ perceptions of peer mentoring based on a decision simulator
Purpose
The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.
Design/methodology/approach
Informed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).
Findings
The results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.
Originality/value
The paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.
期刊介绍:
The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.