Peer mentoring as a support for beginning preschool teachers

Abstract

This study examines how peer mentoring facilitates the professional identity construction of beginning preschool teachers in Finland. The article presents an analysis of qualitative biographical data gathered from interviews and diaries of two case teachers. We define peer mentoring of beginning preschool teachers as mutual instruction between teachers of similar educational background and professional status, as characterized by a coequal and reciprocal relationship. The findings suggest that teachers at the beginning of their career benefit from peer mentoring. It provides a space where beginning preschool teachers can construct their professional role and pedagogical practice. We suggest that peer mentoring among beginning preschool teachers offers an effective mentoring approach in ECE (early childhood education) and a means of supporting the in-service development of preschool teachers.