Portal de Periódicos da CAPES

Preservice Teachers' Responses to a Peer Mentoring Innovation: The "Leavers" and "Completers"

2012; Project Innovation Austin; Volume: 132; Issue: 3 Linguagem: Inglês

0013-1172

Nell Faucette, Peg Nugent,

Reflective Practices in Education

Introduction Developing educators through mentoring has been highly regarded in both general and physical education for decades (Cohen, Kulik, & Kulik, 1982; Knowles, 1979; LaVine & Mitchell, 2006; Tannehill & Coffin, 1996). Today, empowering students to serve as is considered a best practice as they develop others to become self-directed, collegial learners (Bennett, 2004; Hatcher, 1997, Swengel, 1991). In this study, senior physical education majors mentored juniors under the supervision of university supervisors for one school year. This report focuses on juniors' responses to their experiences with peer mentors. Theoretical Framework Having adults facilitate younger learners' development has deep roots in constructivist literature as discussed by Dewey (1966) and Montessori (Newson, 1992). Mentoring, as a process for developing adult learners also has a rich history in educational literature (Knowles, 1979; LaVine & Mitchell, 2006; Le Cornu, 2005). Today, peer advocacy with students mentoring other students has achieved the status of best practice (Grant-Vallone & Ensher, 2000; Hodge, 1997; Kincaid & Sotiriou, 2004; Scott, 2005; Swengel, 1991) and, at the university level in teacher education, students with valued dispositions (such as caring and collegiality) are seen as potential developers of others (Le Cornu, 2005). As Heirdsfield, Walker, Walsh, and Wilss (2008) note, the evidence is growing about the need for programs where new students receive from more senior university students, rather than academic staff (p. 112). According to McLean (2004), such programs can both support ... mentees and [allow] for personal development of mentors (p. 183). Assumptions about the efficacy of mentoring align with those of constructivist educators and adult learning theorists who assert that learners develop best in environments of cooperation, care, and trust with facilitators or guides who encourage development (Dewey, 1966; Johnson, Johnson, & Stanne, 2000). Other tenets of these theorists include the belief that most learn best through real life or authentic experiences that actively engage them in creating new knowledge (Druian, 1979; Lambert, 2002). Developing with others (social learning) is also assumed to be effective for most (Eun, 2010). Constructivist educators also believe that teaching others is a highly effective instructional strategy for deepening learning (Swengel, 1991). Methods In this peer mentoring program, seniors developed juniors in areas such as lesson planning and effective teaching strategies for internships. Participation was required during fall seminars and spring internships. However, participation in the research project was voluntary. Data collection began fall in the juniors' first year of teacher education. This research project featured a qualitative design with several data collection methods across participants. It examined impacts of 15 seniors on 13 juniors during the first two terms of the juniors' five-term program. Under the supervision of faculty who had taught them (assuring alignment of program values, curricula, and expectations across groups) (McLean, 2004), the seniors agreed to specific responsibilities as mentors. Partnerships were based on seniors' and juniors' compatibilities in terms of knowledge, skills, and personalities. The juniors (seven females and six males) ranged in age from 20 to 29 years. All were Caucasian, except one, who was Caucasian-Hispanic. All were full-time students but many worked outside the home. Eileen (all names are pseudonyms to provide anonymity) worked eight to 10 hours weekly. Yanni, Alice, and Dennis worked 20 to 29 hours a week. David, Mike, Erik, and Yera worked than 30 hours weekly. However, Andrea, Yancie, Emery, Linda, and Halle only worked zero to two hours a week. Qualitative Data These methods featured individual interviews with juniors both terms, open-ended surveys, and demographic profiles. …