A3 Book section, Chapters in research books
A Brief History of the Peer-Group Mentoring Model in Finland : Struggling for Space in a Contested Niche (2020)

Heikkinen, H. L. T., Pennanen, M., Markkanen, I., & Tynjälä, P. (2020). A Brief History of the Peer-Group Mentoring Model in Finland : Struggling for Space in a Contested Niche. In K.-R. Olsen, E. M. Bjerkhot, & H. L. T. Heikkinen (Eds.), New Teachers in Nordic Countries : Ecologies of Mentoring and Induction (pp. 107-128). Cappelen Damm. https://doi.org/10.23865/noasp.105.ch5

JYU authors or editors

Publication details

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

Parent publication: New Teachers in Nordic Countries : Ecologies of Mentoring and Induction

Parent publication editors: Olsen, Knut-Rune; Bjerkhot, Eva M.; Heikkinen, Hannu L. T.

ISBN: 978-82-02-69240-7

eISBN: 978-82-02-69443-2

Publication year: 2020

Pages range: 107-128

Number of pages in the book: 202

Publisher: Cappelen Damm

Place of Publication: Oslo

Publication country: Norway

Publication language: English

DOI: https://doi.org/10.23865/noasp.105.ch5

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/72120


The aim of this article is to introduce and reflect on the development of mentoring in Finland as implemented in the form of the Peer-Group Mentoring (PGM) model. Firstly, the main characteristics and principles of the PGM model are introduced, after which experiences from implementing the model are analysed based on a literature review. We examine the following research questions: (1) How have the mentoring practices of newly qualified teachers developed
towards the PGM model within the educational ecosystem in Finland? (2) How has the PGM model found its relational space (‘ecological niche’) in this ecosystem? and (3) How has PGM been experienced by mentors and mentees in terms of professional learning and well-being? Theoretically, our examination is based on an ecosystemic view: we see mentoring as an integral element of teachers’ professional development, which, in turn, is an integral part of the education ecosystem. Our methodological approach is a systematic review of mentoring research in Finland over the period 2004–2019. The research material consists of policy documents, research reports, peer-reviewed articles and doctoral dissertations. Our research: (1) demonstrates how mentoring has evolved gradually from traditional one-to-one mentoring towards a reciprocal, collegial and dialogic approach; (2) shows how the PGM model has inhabited its niche in the ecosystem of education; and (3) presents how PGM has been experienced by mentors and mentees. The main challenge in applying the model is the lack of national agreement concerning the organisation of mentoring. Applying the concept of learning ecology, mentoring can be seen as struggling for a niche within initial teacher education and in-service training. Finding a sustainable solution for mentoring therefore requires developing the ecosystem as a whole and allowing growing space for mentoring as an integral part of the education ecosystem.

Keywords: mentoring; professional development; teachers; teacher training

Free keywords: oppimisen ekosysteemit

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 1

Last updated on 2022-20-09 at 13:50