A2 Review article, Literature review, Systematic review
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 authors or editors

Publication details

All authors or editors: Tynjälä, Päivi; Pennanen, Matti; Markkanen, Ilona; Heikkinen, Hannu L. T.

Journal or series: Annals of the New York Academy of Sciences

ISSN: 0077-8923

eISSN: 1749-6632

Publication year: 2021

Volume: 1483

Issue number: 1

Pages range: 208-223

Publisher: Wiley-Blackwell; New York Academy of Sciences

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1111/nyas.14296

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67154


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.

Keywords: teachers; professional development; peer groups; mentoring; peer learning

Free keywords: peer‐group mentoring

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1

Last updated on 2022-20-09 at 15:01