Abstract
In this case study of a peer mentoring program developed for first-year education doctoral (Ed.D.) students, we sought to understand how participants’ experiences in the program might yield understanding about the mentoring process. Study participants included 11 mentees and 4 mentors. Interview and focus group data were analyzed through the conceptual model of self-regulated learning and mentoring. Four themes relevant to the phases of self-regulated learning emerged. Participants engaged in goalsetting in conversations about pre-planning for the dissertation and professional goals. During the post-mentoring phase, mentors’ reflections on their conversations informed future conversations. Mentors transferred their knowledge by engaging in self-reflection about their professional practice. Finally, mentoring conversations increased mentees’ self-efficacy. Implications for peer mentoring programs include paying attention to demographics and issues of pair compatibility. Future research ought to include the collection of longitudinal data and observations of mentoring conversations.
Recommended Citation
Lowery, Kendra; Geesa, Rachel Louise; and McConnell, Kat
(2019)
"Self-Regulated Learning of Mentees and Mentors in an Education Doctorate Peer Mentoring Program,"
Mid-Western Educational Researcher: Vol. 31:
Iss.
2, Article 4.
Available at:
https://scholarworks.bgsu.edu/mwer/vol31/iss2/4
