The Practice of Peer Group Mentoring (original) (raw)

Lost in Practice, 2014

Abstract

The authors of this chapter share a research interest in teachers’ continuing professional development (CPD). They are both active as teachers in university courses and they participate in various collaborative research projects within schools. The chapter draws on such a collaboration with a Swedish secondary school, involving a teacher team encouraged by the principal to participate in peer group mentoring (PGM), which can been seen as a specific kind of continuing professional development. In this CPD the teachers used a constrained and well-structured nine-step model of PGM.

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