Peer Mentoring for First-Year Pre-Service Teachers via a Blended Community to Support Literacy Development

Abstract

This article investigates how second-year pre-service teachers mentored first-year pre-service teachers to develop their literacy skills via a blended community. While some researchers have investigated blended learning, such research has not focused on how face-to-face and online modes work together to support student learning. Using a qualitative approach, the cohort, consisting of 164 first-year pre-service teachers and five second-year peer mentors, participated in the study. A blended community was found to be significant, as peer mentors were able to provide both face-to-face and online support to assist in literacy development. It was observed that within the community, Non-English-Speaking Background (NESB) and English as a Second Language (ESL) pre-service teachers had particular needs that could be addressed by mentors.