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

Damian Maher,

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

Damian Maher,

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Publisher:: Universal Wiser Publisher Pte. Ltd
Publication Type:: Journal Article
Citation:: Social Education Research, pp. 205-216

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Field	Value	Language
dc.contributor.author	Damian Maher,
dc.date.accessioned	2021-06-10T04:58:24Z
dc.date.available	2021-06-10T04:58:24Z
dc.identifier.citation	Social Education Research, pp. 205-216
dc.identifier.issn	2717-5723
dc.identifier.issn	2717-5731
dc.identifier.uri	http://hdl.handle.net/10453/149484
dc.description.abstract	<jats:p>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.</jats:p>
dc.language	en
dc.publisher	Universal Wiser Publisher Pte. Ltd
dc.relation.ispartof	Social Education Research
dc.relation.isbasedon	10.37256/ser.222021801
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Peer Mentoring for First-Year Pre-Service Teachers via a Blended Community to Support Literacy Development
dc.type	Journal Article
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
dc.date.updated	2021-06-10T04:58:23Z
pubs.publication-status	Published online

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.

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http://hdl.handle.net/10453/149484