Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring

Abstract

This study investigated participants' conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants' roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants' views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.

Finnish model of peer‐group mentoring: review of research

“…Based on PGM participants’ perceptions, Pennanen et al 35 . formed a conception of the preferred social interaction in PGM meetings.…”

“…By contrast, mentoring in Finland has been seen as a forum for learning without assessment. The emphasis on the autonomy of the teaching profession has also been identified as a typical feature of the Finnish mentoring model 8,9,13,35,36,74–76 …”

Narratives of professional development in a teachers’ creative writing group

“…In addition to supporting the teachers' personal writing, the social aspect and opportunities for peer support were acknowledged in facilitating the writing group. Drawing from personal experience as a peer-group mentor and theoretical knowledge of peer-group mentoring for teacher development (Pennanen, Heikkinen, and Tynjälä 2020;Tynjälä et al 2019), the instructor of the writing group and the first author of this paper sought to create a positive experience for the participants. Ways of supporting the success of the group were physical and practical, such as serving refreshments and arranging the meetings at a convenient time in an aesthetic, pleasant space with good air quality; social, such as giving time for open conversation; and structural, such as creating a clear structure for the group meetings (Tynjälä et al 2019).…”

Definitions of Mentee Resistance to Mentoring: Experiences of International Teacher Mentors in Kazakhstan’s Nazarbayev Intellectual Schools

“…This is the doubling down meant in the response d). According to Pennanen et al (2020) mentees prefer to use known methods and materials. Familiarity; with content, with teaching materials, with the method of presentation of the content are all good reasons for mentees to 'double down'.…”

“…As such, mentees presenting stagnation make it hard for the mentoring process. Such mentees require skill and tact from the mentor to be able to move them (Pennanen, et al 2020).…”