A2 Katsausartikkeli tieteellisessä aikausilehdessä
Finnish model of peer‐group mentoring : review of research (2021)
Tynjälä, P., Pennanen, M., Markkanen, I., & Heikkinen, H. L. T. (2021). Finnish model of peer‐group mentoring : review of research. Annals of the New York Academy of Sciences, 1483(1), 208-223. https://doi.org/10.1111/nyas.14296
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Tynjälä, Päivi; Pennanen, Matti; Markkanen, Ilona; Heikkinen, Hannu L. T.
Lehti tai sarja: Annals of the New York Academy of Sciences
ISSN: 0077-8923
eISSN: 1749-6632
Julkaisuvuosi: 2021
Volyymi: 1483
Lehden numero: 1
Artikkelin sivunumerot: 208-223
Kustantaja: Wiley-Blackwell; New York Academy of Sciences
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1111/nyas.14296
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/67154
Tiivistelmä
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.
YSO-asiasanat: opettajat; ammatillinen kehitys; vertaisryhmät; mentorointi; vertaisoppiminen
Vapaat asiasanat: peer‐group mentoring
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 1
