This study examines from teachers’ perspective the experiences of mixed peer-mentoring groups of in-service and pre-service teachers. The research project started in 2014 along with a Comenius Multilateral Project PAEDEIA (2013–16), funded by the European Commission. The PAEDEIA project aimed to develop new practices for integrating teacher studies and working life and enhancing collaboration between schools and teacher education.

In Finland, collaborative learning between student teachers and experienced teachers was organised in the form of Paedeia Café (PC). This practice is an application of peer-group-mentoring (PGM). The PGM model has originally been developed in Finland to support the professional learning of teachers in their early career. In this case, the PGM groups were offered not only for new teachers but also for student teachers. The objective of the PGM groups is to promote participants’ professional development and well-being (Heikkinen, Tynjala & Kiviniemi, 2011; Korhonen, Heikkinen & Kiviniemi, 2015). The model differs from the traditional model of mentoring which is based on the idea of transferring knowledge from more experienced worker (mentor) to a beginner (mentee). In contrast, peer-group mentoring relies on knowledge sharing between equal partners (Heikkinen, Jokinen & Tynjala, 2012; Geeraerts et. al 2014). PC peer-group-mentoring collects student teachers and experienced teachers around the same table according to the PGM principles.

The PC activity consisted of two parts:  mentoring sessions in groups and school projects The peer mentoring groups met from five to seven times during the academic year.  The school projects were designed and put in practice by pairs consisting of a student and a teacher at the school where the teacher was working in. The added value for teacher education development was that the school projects offered a possibility to apply elements of informal leaning in education and brought new input from working life into the traditional teacher education.

Earlier in this research project, the experiences of student participants have been studied.  Four different ways of experiencing the PC meetings were identified: (1) PC as a coffee break, (2) PC as peer-support, (3) PC as identity construction and (4) PC as a way of participating in a professional community (Korhonen, Heikkinen, Kiviniemi & Tynjala, 2017). The aim of the present study is to examine the experiences of Paedeia Café groups from the perspective of the teachers.The data was collected in 2015–2016 by interviews (N=8) and was analysed qualitatively by thematic analysis. Eight themes were identified describing the experiences of the teachers: 1) Expectations of systematic procedures, 2) Relaxation and unwinding, 3) Sense of community, 4) Memories of early career, 5) Practical benefits, 6) Professional reflection, 7) Empowerment and 8) Adopting a role of teacher educator.

Teachers’ experiences of Paedeia Café suggest that peer-group-mentoring in mixed groups is a useful tool for  promoting professional development and well-being of student teachers and experienced teachers. It offers teachers an opportunity to test and develop their professional thinking and broaden their professional community. The meetings deepen teachers’ professional knowledgeas a collaborative form of continuing education and elevate their feelings of self-confidence.

Theoretically, the study brings new insight into research on teacher development by emphasising cross-generational development models. The findings may be used in designing pre- and in-service teacher development programs.

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