A Qualitative Study of Peer Mentorship as a Driver for Tutor Professional Development and Performance Beyond Formal Training in East Africa

Document Type

Article

Department

Institute for Educational Development, East Africa

Abstract

This qualitative case study explored the application and impact of peer-to-peer mentorship as a strategy for professional development among teacher educators in East Africa. Focusing on its role in fostering knowledge, skills, and expertise transfer, this study highlights how this approach effectively enhances teacher educators’ pedagogical abilities and ultimately benefits student trainees. Conducted in four East African colleges, this research involved 142 teacher educators who participated in workshops aimed at improving their mentoring skills. While primarily employing a group mentorship model, the study also observed limited use of a traditional one-on-one approach, with senior educators guiding specific groups. The findings revealed a marked improvement in the confidence levels of mentor-tutors and significantly enhanced collaboration among teacher educators in their mutual support. This study underscores that peer mentorship is instrumental in facilitating knowledge-sharing, fostering trust, and cultivating humility within the teaching community. Ultimately, it serves as a critical professional development tool, improving tutor performance by creating an environment conducive to sharing best practices and engaging in a robust professional discourse

Publication (Name of Journal)

European Journal of Education and Pedagogy

DOI

10.24018/ejedu.2025.6.6.987

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

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