Submission note: A thesis submitted in total fulfilment of the requirements for the degree of Master of Education [to the] School of Education, College of Arts, Social Sciences and Commerce, La Trobe University, Victoria, Australia.
The purpose of this study is to describe and investigate the effects of a mentoring partnership model of engagement. Specifically, the researcher implemented a program of intervention in which preservice teachers at La Trobe University consolidate their understanding of learning and teaching of primary mathematics through their voluntary involvement in a cross-year level peer-mentoring program. This thesis extends educators’ understanding of the value of peer mentoring partnerships, through sharing how the partnership program was structured and implemented, and through participant reflections on experience. The success of this integrated approach to teaching and learning resulted in more confident and competent mentor and mentee preservice teachers.
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