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

Keywords: peer mentoring, pre-service teachers, blended learning, literacy, community of practice

Abstract

This article investigates how the 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 where 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, that Non-English-Speaking Background (NESB) and English as a Second Language (ESL) pre-service teachers had particular needs which could be addressed by mentors.
Published
2021-06-07
How to Cite
Damian Maher. (2021). Peer Mentoring for First-Year Pre-Service Teachers via a Blended Community to Support Literacy Development. Social Education Research, 2(2), 205-216. https://doi.org/10.37256/ser.222021801