Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as co-inquirers in a Scholarship of Teaching and Learning (SoTL) project. Through online surveys and interviews, first-year teacher candidates and faculty involved in the blended peer mentoring program identified four key benefits: new perspectives and expansion of ideas, positive and encouraging reinforcement, supportive connection with second-year students, and probing questions to think more deeply. Conversely, three major challenges were uncovered with the use of digital technologies to support this blended approach to peer mentoring: lack of email notification from the institution’s learning management system (LMS) with regards to the peer mentors’ online contributions, the impersonal nature of online peer mentoring, and the limited number of peer mentors. The major recommendation from this study was to create a blended program assignment to provide all second-year teacher candidates with the opportunity to learn how to serve as peer mentors to students just entering the teacher education program.

中文翻译：

---

教就是学两次：混合同伴指导方法的力量

加拿大一所大学的两名学生认为，他们的教师教育计划缺乏同伴指导支持的机会。他们联系了一名教职员工，共同创建和研究嵌入在第一年教育课程中的混合同伴指导支持计划。本研究记录了这两名学生作为教与学奖学金 (SoTL) 项目的共同调查者的旅程。通过在线调查和访谈，参与混合同伴指导计划的一年级教师候选人和教职员工确定了四个主要好处：新观点和想法的扩展、积极和鼓励的强化、与二年级学生的支持性联系以及探索性思考问题更深入。反过来，通过使用数字技术来支持这种混合式同伴指导方法，发现了三个主要挑战：缺乏来自机构学习管理系统 (LMS) 的关于同伴指导者在线贡献的电子邮件通知、在线同伴指导的非个人性质，以及有限数量的同行导师。这项研究的主要建议是创建一个混合课程作业，为所有二年级教师候选人提供机会，让他们学习如何作为刚进入教师教育课程的学生的同伴导师。