Abstract
Teacher mentoring in secondary schools often involves pairing experienced teachers with beginning teachers (BTs) in order to offer support. However, not all schools have experienced faculty members to serve as mentors. One largely unevaluated yet possible alternative for support may be secondary students. They can provide firsthand accounts of school culture and their own instructional needs. This study applies Vygotsky's Zone of Proximal Development and Gunn's (2008) modified form of proximal mentoring. It finds student panels may be a viable alternative for helping BTs meet the needs of students, but more research is needed. Recommendations for further research are included.
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