Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries : insights from TALIS 2013 and 2018

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Research that Facilitates Praxis and Praxis Development

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Finnish model of peer‐group mentoring : review of research

This article reviews research on the Finnish model of peer‐group mentoring (PGM). The theoretical foundation of the model is based on the constructivist theory of learning, the concept of autonomy in teaching profession, peer learning, and narrative identity work. The model has been disseminated nationwide in the educational sector to promote professional development of teachers and educational staff, mainly in primary and secondary education, but also in early childhood education and higher education. The thematic review is based on 46 peer‐reviewed publications about PGM in Finland in 2009–2019. Research has focused on the following main themes: (1) general aspects and characteristics of the implementation of the model; and (2) mentors’ and mentees’ experiences. The qualitative approach has been dominant in research. The studies show that both mentors and mentees find PGM a useful tool for individual professional learning and well‐being. Indirect influences have been reported about the development of work communities. The main challenges in applying the model are the lack of national agreement concerning the organization of PGM and allocation of mentors’ and mentees’ working time to PGM. It is concluded that PGM, as well as teachers’ professional development as a whole, should be seen as an integral part of the educational ecosystem.peerReviewe

Pre-service teacher research: a way to future-proof teachers?

Internationally, the attention to pre-service teacher research and inquiry in teacher education is growing. In the Netherlands, pre-service teacher research has been a compulsory component of primary teacher education for a decade. The assumption is that such research can help ‘future-proof’ teachers. This study examines the relationships among the quality of inquiry, the quality of teaching and pre-service teachers’ perception of this research. Scores for assessments of graduating pre-service teachers (N=650) and a survey (n=236) were used as measurements. The findings indicate positive perceptions of practitioner research and a positive correlation between the quality of inquiry and quality of teaching. Using these data, the study identifies four profiles of pre-service teachers, differentiated by their perceived learning outcomes.</p