The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution.,Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors.,Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development.,Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike.,In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

中文翻译：

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自我反省的指导：教育博士课程中同伴指导者的观点

本文的目的是发现在中等规模的公共机构中实施的教育博士学位（教育博士学位）同伴指导计划的同伴指导者的观点。来自一个焦点小组的数据和作为同等指导的一部分从同伴指导者那里收集的访谈介绍了针对教育博士生的同伴指导计划中的指导者和受指导者的更大案例研究。四个（n = 4）同伴导师参加了焦点小组（n = 3）和访谈（n = 1）。向参与者询问他们对该计划的看法以及他们作为指导者的经历。在数据中发现了四个主题：指导者与受指导者的社会，情感和学术生活平衡相关，指导者向受指导者提供支持和保证，指导者指导受训者集中精力在未来，导师将从同伴导师计划中获得个人和职业上的成长。结果表明，指导者认为该计划对他们的指导者有所帮助，并且有利于他们自己的个人和职业发展。本研究的局限性包括样本量小（n = 4）和参与者被要求在很短的时间内成为指导计划的一部分，并在焦点小组和面试中反映出来（一学年）。这项研究的意义包括同peer指导对导师和受训者的益处。与许多其他同peer指导计划的研究相比，该同指导计划针对的是在全日制职业与他们的课程工作和家庭之间取得平衡的学者和学生。生活。因此，