Multidisciplinary Peer-Mentoring Groups Facilitating Change? A Critical Educational Praxis Perspective

Autor/inn/en	Aarnikoivu, Melina; Pennanen, Matti; Kiili, Johanna; Nokkala, Terhi
Titel	Multidisciplinary Peer-Mentoring Groups Facilitating Change? A Critical Educational Praxis Perspective
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 13 (2020) 3, S.18-40 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aarnikoivu, Melina) ORCID (Pennanen, Matti) ORCID (Kiili, Johanna) ORCID (Nokkala, Terhi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
DOI	10.3167/latiss.2020.130303
Schlagwörter	Interdisciplinary Approach; Mentors; Doctoral Students; Peer Groups; Organizational Change; Thinking Skills; Critical Thinking; Student Attitudes; Pilot Projects; Social Justice; College Faculty; Foreign Countries; Attitude Change; Behavior Change; Work Environment; Finland + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Gleichaltrigengruppe; Peer Group; Organisationswandel; Denkfähigkeit; Kritisches Denken; Schülerverhalten; Pilot project; Modellversuch; Pilotprojekt; Soziale Gerechtigkeit; Fakultät; Ausland; Attitudinal change; Einstellungsänderung; Arbeitsmilieu; Finnland
Abstract	This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of "critical education praxis" (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants -- doctoral students and more established scholars -- of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confidential, multidisciplinary space. Based on these results, we argue that multidisciplinary peer mentoring has a high potential to offer an excellent space for collaborative, critical dialogue, which could ultimately facilitate change among individual academics, but also potentially more widely within higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01