Proceedings of the 9th International Conference on Language, Innovation, Culture & Education 2018

Developing Peer Mentoring Model for Academic Positions :A Case Study at Phranakhon Rajabhat University, Thailand

Kittiwan Sinthunava

Phranakhon Rajabhat University, Thailand


Phranakhon Rajabhat University (PNRU) is recognised as the first tertiary institution established for educating teachers in Thailand .For more than 135 years, PNRU has been recognised as the leading teacher training school .Although this reputation and acceptance has been established, this alone will not maintain the university’s competency unless PNRU understands how to encourage staff to keep up with rapidly changing technology .This includes the demand of both students and the workplaces, including the enhancement of staff member’s psychosocial wellbeing .The purpose of this paper is to examine the practice of peer mentoring at PNRU as a means to support and maintain personal values and the performance of academics. It is essential for academic staff to become successful in terms of university standards .Through the recording of in-depth interviews, the analysing of written reflective journals between mentors and mentees, the conducting of focus groups and writing of case summaries, the theme of peer mentoring emerged .There are many types of mentoring, but traditionally a mentoring program involves an experienced mentor who offers support to a young mentee .However, it has been found that the successful practice of peer mentoring at PNRU is based on trust and an equal relationship between the mentor and mentee .The concept of partnership, strong mutual respect and commitment between the mentor and mentee are the most effective practices for professional development .The external factors, such as a lack of university support and financial resources can delay the successful program of the peer mentoring practice .This is possible not only at the university, but within any workplace .With the lack of internal factors that are more significant, such as willingness to learn, to change, and to engage in peer mentoring practices, both the mentor and mentee will be unable to either continue their professional development or increase their learning journey, including an inability to achieve the university standards.


Peer Mentoring, Academic Positions, PNRU, Teacher College

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