Learning Together, Learning Deeper: A Little Teacher Assisted Learning Engagement

Jamina G Camayang, Romiro G. Bautista


Peer mentoring in the dawn of new educational paradigms harnesses the act of becoming an educationist to facilitating learning in a peer mentoring practice. This study explored the opportunities of an emancipatory approach to teaching and learning under the thrust of learning together, learning deeper through the indulgence of little teachers under the peer mentoring scheme of learning. Employing the senior secondary education students (as little teachers), who came from their Student Teaching program from the Department of Education, and the junior secondary education students (as mentees), who enrolled in their Teaching Science in the Secondary Schools under the Qualitative Research design and Phenomenology as point of inquiry, the following were found: Mentors in the mentoring process need to be approachable and accommodating; Mentees in the mentoring process need to be responsible with their learning task coupled with learning initiative; Enjoyable learning encounters, collaborative learning sessions, open and barrier-free communication, and close and rigid supervision through spoon feeding, modelling, and feedback are some of the perceived characteristics of an effective mentoring program; and Readiness of both mentors and mentees hinder the efficacy of the mentoring program. Owing to the results of the study, it is recommended that a formal mentoring program in the College of Teacher Education be institutionalized for it spurs extensive learning.


Peer mentoring; Collaborative Learning; Learning in Partnership; Little Teacher; Pre-service Teachers.


Abegglen, S., Burns, T., & Sinfield, S. (2016). The power of freedom: Setting up a multimodal exhibition with undergraduate students to foster their learning and help them to achieve. Journal of Peer Learning, 9, 1-9.

Antonio, A. (2004). The influence of friendship groups on intellectual self-confidence and educational aspirations in college. Journal of Higher Education, 75, 446-473.

Armstrong, H. & Geddes, M. (2009). Developing coaching supervision practice: An Australian case study. International Journal of Evidence Based Coaching and Mentoring, 7(2), 1-17.

Bakhtin, M. (1981). The Dialogic Imagination: Four Essays. Austin, Texas: University of Texas Press.

Bandura, A. (1986). Self-efficacy: The Exercise of the Control. New York: WH Freeman and Company

Campit, J., Cayabyab, J., & Galas, E. (2015). The effect of peer tutoring on the achievement of students in discrete structures. Asia Pacific Journal of Multidisciplinary Research, 3(5), 8-12.

Carter, T. J. (2002). The importance of talk to midcareer women’s development: A collaborative inquiry. Journal of Business Communication, 39(1), 55–91. doi:10.1177/002194360203900104

Cropper, A. (2000). Mentoring as an inclusive device for the excluded. Black students experience of a mentoring scheme. Social Work Education, 19, 597-607.

Eby, J. & Martin, D. (2001). Reflective Planning, Teaching, and Evaluation for the Elementary Schools: A Relational Approach. Ohio: Merril/Prentice Hall.

Giannone, Z., Gagnon, M., & Ko., H. (2018). Mentorship as a career intervention: An evaluation of a peer-mentoring program with Canadian University Psychology students. Canadian Journal of Career Development, 17 (2), 4-24.

Gray, D. (2004). Principles and processes in coaching evaluation. International Journal of Mentoring and Coaching, 2(2), 21-35.

-Ibid. (2007). Towards a systematic model of coaching supervision – some lessons from psychotherapeutic and counselling models. Australian Psychologist, 42(4), 300-309.

Gray, D. & Jackson, P. (2012). Coaching Supervision in the Historical Context of Psychotherapeutic and Counselling Models: A Meta-Model. Maidenhead: OUP McGraw-Hill Education.

Hawkins, P. & Shohet, R. (2000). Supervision in the Helping Professions. London: Buckingham Open University Press.

King, K. P. (2005). Bringing Transformative Learning to Life. Marlabar, FL: Krieger.

Lecorchick, D., Maynard, J., Morin, M., Nichols, S., Peterson, B., & Ruesch, E. (2018). School-based mentoring program: High school students mentor elementary students. The Elementary STEM Journal, 14(2), 18-21.

McIntosh, E. (2017). Working in partnership: The role of peer assisted study sessions in engaging the citizen scholars. Active Learning in Higher Education, 10, 1-16.

Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco, CA: Jossey-Bass.

Mezirow, J., Taylor, E. W., & Associates. (2009). Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education. San Francisco, CA: Jossey-Bass.

Preston, J., Ogenchuk, M., & Nsiah, J. (2014). Peer mentorship and transformational learning: PhD students’ experiences. Canadian Journal of Higher Education, 44(1), 52-68.

Ragavan, S.K. (2013): Peer mentoring for international students in a UK law school: Lessons from a pilot case study. Innovations in Education and Teaching International, 37 (41), 1-11. DOI:10.1080/14703297.2013.785254

Taylor, E. W. (2009). Fostering transformative learning. In J. Mezirow & E. W. Taylor (with Associates), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 3–17). San Francisco, CA: Jossey-Bass.

Turner, E. (2010). Coaches’ views on the relevance of unconscious dynamics to executive coaching. International Journal of Theory, Research, and Practice, 3(1), 12-29.

Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

DOI: http://doi.org/10.11591/ijere.v10i2.21070
Total views : 38 times


  • There are currently no refbacks.

Copyright (c) 2020 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.