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ERIC Number: ED554721
Record Type: Non-Journal
Publication Date: 2012
Pages: 219
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-7031-0
The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring
Short, Katrina Graham
ProQuest LLC, Ed.D. Dissertation, University of Florida
Preservice teachers benefit from the knowledge of many groups of people: college faculty, mentor teachers, and peers who are preparing to be teachers. While much research has been done about the contributions of faculty and mentor teachers to the education of preservice teachers, very little has been dedicated to the peer mentoring process, one in which the mentor is on an equal footing or slightly ahead of those he or she is mentoring. This study was undertaken to examine the perceptions of peer mentors and those that they mentored about how the peer mentoring process impacted their knowledge and skills as teachers. The primary question that suggested the study was: How do peer mentors perceive that their knowledge and/or abilities as teachers are influenced by their experiences as peer mentors? A secondary question was: How do mentored preservice teachers perceive that their knowledge and/or abilities as teachers are influenced by their experiences with their peer mentors? The theoretical perspective of the study was constructivism. Grbich (2007) suggested that the research focus of constructivism is exploring how people, in this case the peer mentors and their mentees, made sense of the process of mentoring and teaching. The participants were four peer mentors from the UFTeach program and a group of six Step I preservice teachers. Individual interviews provided data which were then analyzed using an inductive analysis approach to determine domains that describe the work and learning of the mentors and mentees. Findings of the study indicated that both peer mentors and their mentees learned valuable skills and knowledge about teaching as a result of their participation in the peer mentoring experience. Implications for practitioner research and for teacher educators are provided. The study culminates with the development of a handbook to guide professional development for future peer mentors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida