Teacher perceptions of the impact of peer mentoring on professional practice within a further education context

This study examines teacher perceptions of the impact of peer mentoring on professional practice within a Further Education context. Interviews and surveys were carried out with teachers who have completed a peer mentoring programme within a Further Education, to identify the perceptions of the impact of mentoring on professional practice against four themes: job satisfaction and commitment to the profession, knowledge and understanding of learning and teaching, reflective practice and self-efficacy as well as competence,. The peer mentoring programme was set up in 2008 and over 400 teachers have completed the mentoring programme since then. A total of 33 teachers completed an online questionnaire, which focused on teacher perceptions of professional practice since completing a peer mentoring programme as well as their reflection on the overall mentoring experience. This was a mixed methods study, comprising both quantitative and qualitative elements including semi-structured interviews. A two-way ANOVA was used to examine if there are any significant differences between the perceptions of Generation X / Y teachers and those with or without a formal teaching qualification. Mentees perceived benefits in knowledge and understanding of learning and teaching and reflective practice because of the mentored support they received. Limitations of the study and future implications are discussed