How does peer-group mentoring support university teachers' work and well-being?

Forskningsoutput: KonferensbidragSammanfattningPeer review


The aim of this study was to find out whether peer-group mentoring programme can support university teachers’ work and well-being. The pilot programme, based on Finnish school teacher peer-group mentoring model, was launched at Helsinki University. Programme lasted nine months and included training for facilitators and peer-group mentoring process for group participants. The research questions were a) how did the peer-group mentoring work at university context, and b) did the programme have effects on participants, and if so, what kind of effects? Data consisted of 12 interviews of facilitators, who participated to the training, and open-ended answers of 28 participants of peer-groups collected with online questionnaire. Data was analyzed using qualitative inductive content analysis. The results showed that peer-group mentoring supports university teachers’ work in versatile ways. First, the most significant was, that participants of the groups represented different disciplines and departments. These heterogeneous groups together with confidential atmosphere promoted fruitful reflections, which helped participants to detect common factors of university teaching and fostered commitment to whole University community. Second, both group members and facilitators experienced participating the programme empowering, and the process strengthened and renewed their identity as university teachers. Third, participants adopted new teaching methods, which they could use with their students. Some facilitators even applied peer-mentoring to research or administrative work. To conclude, peer-group mentoring is excellent social practice, which supports informal and equal learning culture. It makes good use of academics’ immense resource, and at the same time, strengthens the identity, self-confidence, and well-being of them.
StatusPublicerad - aug 2017
EvenemangEARLI: European Assosiation of Research for Learning and Instruction - University of Tampere, Tampere, Finland
Varaktighet: 29 aug 20172 sep 2017




  • 516 Pedagogik

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