Peer-group mentoring as a tool for teacher development

Abstract

She has published widely, both nationally and internationally, particularly on the topics of constructivist learning environments, workplace learning and professional development for teachers. She collaborates in the development of the peer-group mentoring model. Ilona Markkanen, MSc in Health Education, is a project researcher at the Finnish Institute for Educational Research at the University of Jyväskylä. She has participated in research and development work involving peer-group mentoring. She has been also involved in coordinating the Finnish Network of Teacher Induction and organizing the regional Osaava Verme peer-group mentor training.

Exploring teachers’ stories of writing: a narrative perspective

“…Therefore, the results of this study cannot be generalised to all teachers. However, as professional, social and personal aspects of teacher development and identity were clearly intertwined in the teachers' narratives, this study supports the idea that teacher development and identity should be examined as a whole, taking into consideration all three aspects (Geeraerts et al, 2015). Furthermore, the findings of this study shed new light on teachers' relationship to writing suggesting that autobiographical creative writing groups can support in-service teachers' development.…”

“…Because of the intertwined nature of the dimensions, teacher development should be seen as a whole and examined using holistic research methods (Geeraerts et al, 2015). In line with this thinking, the active building of teacher identity is generally considered to be an essential part of continuous professional development (Geeraerts et al, 2015).…”

“…Heikkinen et al, 2012;Kaunisto, Estola, & Leiman, 2013). In-service training that draws on the ideas of peer support and narrativity acknowledges the three aspects (personal, social, professional) of professional development and identity work (Geeraerts et al, 2015).…”

“…Because of time management issues, stress and fatigue, teachers may feel restrained from actively developing themselves. Meanwhile, supporting teachers' identity work is considered to be one of the most essential contents of induction support and in-service training for teachers (Geeraerts et al, 2015;Martin & Pennanen, 2015;Wang, Odell, & Schwille, 2008).…”

Northern Lights on PISA and TALIS

“…Induction provides a vital link in the continuum of teacher education that runs from Initial Teacher Education through induction to career-long continuing professional development." Recent studies suggest that induction programmes such as peer-group mentoring can successfully serve these purposes (Geeraerts et al, 2015).…”