Purpose New faculty often encounters myriad professional and personal challenges during their first year of employment. In order to foster connection, support and critical dialogue throughout this potentially taxing transition, the authors utilized duoethnography to establish a peer mentorship relationship. The purpose of this paper is to describe how duoethnography can cultivate peer mentorship and further understand the experiences of first-year faculty. Design/methodology/approach This qualitative study used duoethnography as a mechanism for peer mentoring for two first-year faculty located within the Midwest and Western regions of the USA. Data sources included an online journal with multiple author entries and e-mail correspondence. Findings The analysis revealed that duoethnography was helpful for maintaining peer mentorship for two counselor education faculty, as they critically evaluated their experiences transitioning into higher education through an online journal. Several key moments of mentoring emerged from the data including navigating tenure, holding hope, balancing and finding place. Research limitations/implications In this study, the authors found the use of duoethnography to be helpful for peer mentorship as the authors navigated unfamiliar settings and established the professional identities as educators. Future studies utilizing duoethnography for peer mentorship may provide insight into experiences in higher education to support faculty professional development. Originality/value Although prior research has examined the experiences of faculty and traditional mentorship, the authors are unaware of research examining the use of duoethnography to establish peer mentorship for new, tenure-track faculty. This manuscript provides higher education faculty a tool for promoting mentorship, critical dialogue, collaboration and transformation through duoethnography.

中文翻译：

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民族志学：高等教育教师指导的一种机制

目的新教师在入职的第一年经常遇到各种专业和个人挑战。为了在整个潜在的艰巨过渡中促进联系，支持和关键对话，作者利用双人人种志建立了同伴指导关系。本文的目的是描述十二种人种志如何培养同伴的指导思想，并进一步了解一年级教师的经验。设计/方法学/方法这项定性研究使用双种族民族志作为一种机制，对位于美国中西部和西部地区的两名一年级教师进行同伴指导。数据源包括带有多个作者条目和电子邮件通信的在线日记。调查结果分析表明，民族志学有助于保持两名辅导员教育教师的同伴指导，因为他们通过在线期刊对他们过渡到高等教育的经历进行了严格的评估。数据中出现了几个关键的指导时刻，包括导航保有权，保持希望，保持平衡和寻找位置。研究的局限性/含义在这项研究中，作者发现十二指肠造影有助于同伴指导，因为作者浏览了陌生的环境并确立了作为教育者的专业身份。将来使用人类学志进行同伴指导的研究可能会提供对高等教育经验的见识，以支持教师的专业发展。原创性/价值尽管先前的研究已经考察了教师和传统导师制的经验，但是作者们并没有意识到研究使用人种志技术为新的终身制教师建立同伴导师制的研究。该手稿为高等教育教师提供了一种通过民族志学来促进指导，批判性对话，合作和变革的工具。