Peer Mentoring: On the Move to Legitimate Peripheral Participation

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The purpose of this presentation is to describe how peer mentoring has been used at 2 universities to support preservice teacher (PT) development, not only in teaching games for understanding (TGfU) pedagogy, but in the profession. In the peer mentoring process, upper-level PTs are invited to “coteach” with the professor in a sophomore-level premethods game course. In the games courses, TGfU is the model learned about and practiced. Upper-level PTs are invited to be peer mentors based on their interest to learn and develop their knowledge in TGfU. Often, these upper-level PTs need/want a semester of further experience and teaching practice prior to their final practicum to develop confidence and deepen pedagogical content knowledge. At each university, peer mentors take on some of the following roles and responsibilities with the professor: planning, teaching 1 to 2 model lessons, offering feedback on peer teachers, supporting lower-level students by answering questions related to planning and teaching, reflecting with the professor on student progress and use of TGfU, and establishing interrater reliability with Game Performance Assessment Instrument assessments on lower-level PTs' performances. Peer mentors can be used as a tool to facilitate access to lower-level PTs' needs and concerns, drawing them both closer to legitimate peripheral participation. By involving peer mentors, a reciprocal value among professors, peer mentors, and PTs can be created and acts to support PT development toward the domain, the community, and the practice.

Original Citation

Sheehy, D. & Bohler, H. (2016). Peer Mentoring: On the Move to Legitimate Peripheral Participation. Research Quarterly for Exercise and Sport, 87(Sup1), S51. https://doi.org/10.1080/02701367.2016.1200446