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Career-Related Peer Mentoring: Can it Help with Student Development?

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Weaver, J. C., Bertelsen, C. D., & Dendinger, G. R. (2021). Career-related peer mentoring: Can it help with student development? Mentoring & Tutoring: Partnership in Learning, 29(2), 238–256. https://doi.org/10.1080/13611267.2021.1912900

Introduction

Transitioning from pre-education coursework to teaching practice can be daunting. Weaver and colleagues (2021) examined whether career-related peer mentoring enhances student development by fostering comfort, confidence, and self-efficacy. Their study positioned pre-education majors both as mentees (to graduate students), and as mentors (to high school readers).

Methods

The authors conducted a qualitative study that was embedded in the Promoting Reading Achievement across Content Areas program (PRAACA). Thirteen undergraduates received training and mentored high school students weekly, while also engaging in structured reflection with a graduate student mentor. Data were collected through interviews, reflective conversations, surveys, and reading inventories. Analysis followed grounded theory coding procedures to extract themes.

Results

Findings revealed multiple developmental benefits. Undergraduate mentees valued graduate mentors’ positivity, expertise, and support, which improved their comfort levels and teaching confidence. As mentors, undergraduates deepened their instructional repertoire, practiced reflection, and experienced personal growth. Notably, mentees’ evolving confidence often paralleled their high school students’ reading progress.

Discussion

The authors concluded that cross-age mentoring nurtures professional identity and personal growth. Mentor qualities—approachability, positivity, and responsiveness—proved critical in shaping undergraduates’ development. These findings align with theories of social learning and student integration, underscoring the reciprocal benefits of peer mentoring.

Implications for Mentoring Programs

Structured, career-related peer mentoring can strengthen both professional skills and personal confidence in teacher education. Institutions seeking to support pre-service teachers should consider embedding dual-role mentoring models that encourage reflection, reciprocal learning, and gradual responsibility.

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