Analysing the Constitution of Trust in Peer-Based Teacher Mentoring Groups -- A Sociocultural Perspective
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| Title: | Analysing the Constitution of Trust in Peer-Based Teacher Mentoring Groups -- A Sociocultural Perspective |
|---|---|
| Language: | English |
| Authors: | de Lange, Thomas (ORCID |
| Source: | Teaching in Higher Education. 2022 27(3):337-351. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Trust (Psychology), Mentors, Peer Relationship, Higher Education, Feedback (Response), Observation, College Faculty, Peer Evaluation, Teacher Collaboration, Sociocultural Patterns, Foreign Countries, Educational Practices |
| Geographic Terms: | Norway |
| DOI: | 10.1080/13562517.2020.1724936 |
| ISSN: | 1356-2517 |
| Abstract: | Trust is essential in any kind of peer-based mentoring. Taking a sociocultural view, this study focuses on how trust emerges relationally in a higher education context where colleagues observe and give feedback on one another's teaching. The term peer mentoring refers here to a collaborative approach in which faculty staff observe and give feedback on one another's teaching. The data in the study draw on video observations of and interviews with a four-member (senior faculty) peer group observed over a 5-month period. The analysis of the group interactions shows how the members made themselves vulnerable during peer review and reveals the implication of trust in this collaborative setting. The sociocultural perspective draws here attention to the key role of turn-taking rhythms in the interactions constituting the development of trust. This paper also discusses the significance of developing suitable conditions for trust when arranging peer-based review of teaching in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1340787 |
| Database: | ERIC |
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| Abstract: | Trust is essential in any kind of peer-based mentoring. Taking a sociocultural view, this study focuses on how trust emerges relationally in a higher education context where colleagues observe and give feedback on one another's teaching. The term peer mentoring refers here to a collaborative approach in which faculty staff observe and give feedback on one another's teaching. The data in the study draw on video observations of and interviews with a four-member (senior faculty) peer group observed over a 5-month period. The analysis of the group interactions shows how the members made themselves vulnerable during peer review and reveals the implication of trust in this collaborative setting. The sociocultural perspective draws here attention to the key role of turn-taking rhythms in the interactions constituting the development of trust. This paper also discusses the significance of developing suitable conditions for trust when arranging peer-based review of teaching in higher education. |
|---|---|
| ISSN: | 1356-2517 |
| DOI: | 10.1080/13562517.2020.1724936 |
