The DOI matches its Crossref record; 81 of the 81 references it cites were found in a registry or an index.
Virtues of mentors and mentees in the Finnish model of teachers' peer-group mentoring
Open accessAbstract
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.
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“Mentoring, according to Pennanen et al. (2020), is a global and widely applied method of professional development.”
From The Impact of Mentoring in the Development of Pre-Service Teachers from a University in South Africa (2021) · cites this paper as Pennanen et al. (2020)
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Cites
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- Aspfors J., 2012, Peer-group mentoring for teacher development, 144
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- Kemmis S., 2008, Enabling praxis, 10.1163/9789087903275 · DOI
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Cited by
Nascimento, L., Correia, M. F., & Califf, C. B. (2023) · Technology in Society · doi:10.1016/j.techsoc.2023.102428 · Cited by 107
Finnish model of peer‐group mentoring: review of research
Tynjälä, P., Pennanen, M., Markkanen, I., & Heikkinen, H. L. T. (2019) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14296 · Cited by 75
Self-citationInternational perspectives on teacher induction: A systematic review
Courtney, S. A., Austin, C. K., & Zolfaghari, M. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104047 · Cited by 43
Kaplan, H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.859364 · Cited by 41
Research Integrity Supervision Practices and Institutional Support: A Qualitative Study
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Metadata
- Authors
- Pennanen, M., Heikkinen, H. L. T., & Tynjälä, P.
- Affiliations
- University of Jyväskylä (FI)
- Corresponding author
- Pennanen, Matti
- Venue
- Scandinavian Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2018-12-20
- Volume
- 64
- Issue
- 3
- Pages
- 355-371
- ISSN
- 0031-3831 (ISSN-L)
- 1470-1170
- OpenAlex
- W2906189831
- Cited by
- 48
- References
- 81
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 5 · 2023: 9 · 2022: 8 · 2021: 8 · 2020: 4 · 2019: 1 · 2018: 1
- FWCI
- 11.35
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Scandinavian Journal of Educational Research (publishedVersion, cc-by-nc-nd)
- Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion, cc-by-nc-nd)
- Griffith Research Online (submittedVersion, cc-by-nc-nd)
- Funders
- Charles Sturt University
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mentoring and Academic Development
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Keywords
- peer group mentoring, teacher mentoring, virtue, dispositions, habitus, Aristotelian virtue ethics, practice architectures, peer relationships
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