ABSTRACT Group mentoring, an alternative to traditional mentoring, is dynamic, collaborative, and inclusive, yet it is underexplored in the literature. The peer mentoring group (PMG) phenomenon was researched through three educational leadership and administration polyads: (1) the Spirals, consisting of award-winning faculty mentors and novice scholars; (2) the Researcher Development Program, uniting faculty mentors and doctoral students in mentoring; and (3) a doctoral cohort at a Virginia-based research university. The first two yearlong mentoring initiatives are held at the University Council for Educational Administration’s convention. A qualitative self-study approach was used to narratively investigate the four authors’ intersubjective PMG experiences. Document analysis of a literature review; transcribed conversation, researcher field notes, and first-person accounts yielded four themes: justice expressed, change enacted, power distributed, and hierarchy undone. Anyone in search of ideas or strategies favoring effective PMGs should find value in this article that looks to peer group mentorship as offering renewal.

中文翻译：

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动态塑造教育领导者之间的协作同伴小组指导

摘要团体辅导是传统辅导的替代方法，是动态，协作和包容的，但在文献中却没有得到充分的研究。通过三个教育领导和行政管理团队研究了同伴指导小组（PMG）现象：（1）螺旋形，由屡获殊荣的教师和新手学者组成；（2）研究人员发展计划，将教师和博士生联合起来进行指导；（3）设在弗吉尼亚州的研究型大学的博士生。前两年为期两年的指导活动在大学教育行政理事会会议上举行。定性的自学方法用于叙述性地调查四位作者的主观性PMG经历。文献综述的文件分析；转录对话，研究人员实地记录，第一人称叙述产生了四个主题：表达正义，制定变更，分配权力和撤销等级。任何寻求支持有效PMG的想法或策略的人都应该在本文中发现有价值的价值，该价值将同行团体的指导视为提供续约。