Unpacking the problem: analysing interactions in a peer-group mentoring session.
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| Title: | Unpacking the problem: analysing interactions in a peer-group mentoring session. |
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| Authors: | Bastiansen, Sofie (AUTHOR), de Lange, Thomas (AUTHOR), Wittek, Anne Line (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Mar2026, Vol. 70 Issue 2, p467-483. 17p. |
| Subjects: | Mentoring, Group problem solving, Conversation analysis, Communication patterns, Discourse analysis |
| Abstract: | This article examines how postgraduate supervisors at a Norwegian university faculty engage in collaborative problem-solving during a peer group mentoring (PGM) conversation. Based on a detailed case study of one PGM session selected from 18 sessions observed over a year we unpack the conversational dynamics framed within a specific PGM model. Initial analysis of these sessions revealed a notable tendency wherein participants' presented problems underwent substantial changes during the conversations. This tendency is documented in detail in the studied case. By employing interaction analysis and the concept of "communicative projects" we explore the conversation's purpose and the influence of the PGM activity type as a contextual factor. Drawing on dialogical theory, our analysis documents how PGM-conversations expand from single utterances to episodes of talk, as well as how these episodes relate to the social context. Findings suggest that the PGM model contributes significantly to participants' engagement and productivity in the conversations. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article examines how postgraduate supervisors at a Norwegian university faculty engage in collaborative problem-solving during a peer group mentoring (PGM) conversation. Based on a detailed case study of one PGM session selected from 18 sessions observed over a year we unpack the conversational dynamics framed within a specific PGM model. Initial analysis of these sessions revealed a notable tendency wherein participants' presented problems underwent substantial changes during the conversations. This tendency is documented in detail in the studied case. By employing interaction analysis and the concept of "communicative projects" we explore the conversation's purpose and the influence of the PGM activity type as a contextual factor. Drawing on dialogical theory, our analysis documents how PGM-conversations expand from single utterances to episodes of talk, as well as how these episodes relate to the social context. Findings suggest that the PGM model contributes significantly to participants' engagement and productivity in the conversations. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2492056 |
