Leaving No One Behind- Teacher Peer Mentoring Before and After the Pandemics: A Mixed-Methods Systematic Review of Spanish and English Literature
Juan Evangelista Santos-Rico , Roberto Santiago Bellido-García , Luis Gerardo Rejas-Borjas
This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19.
- Pub. date: August 15, 2024
- Online Pub. date: May 15, 2024
- Pages: 351-366
- 320 Downloads
- 1640 Views
- 0 Citations
This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.
Keywords: Instructional supervision, pandemic, peer mentoring, teacher competencies, teacher training.
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