Incorporating a Peer Mentoring Model into Physical Education Teacher Education Doctoral Training

• In Event: Research on Higher Education PETE Faculty

Abstract

Although mentoring is widely viewed as essential for doctoral training, there is limited research on structured mentoring and its influence on socialization in physical education teacher education (PETE) doctoral programs. This existential phenomenological study explored an intentional peer mentoring program with six PETE doctoral students at a Hispanic-serving institution. Our sources were developed through the lens of the Unified Framework for Faculty Socialization. Collaborative analysis revealed that the program fostered practical skill development, strong peer support, and a sense of belonging - especially for students from diverse sociocultural backgrounds. The formal mentoring structure was instrumental in demystifying academic expectations and facilitating identity development. Results highlight the significance of peer-led support in facilitating doctoral socialization and promoting inclusive academic environments.

Authors

• Victoria Shiver, University of New Mexico

• Martin Eliseo Cordova Vasquez, University of New Mexico

• Sean Fullerton, Towson University

• Luis Sanchez Martinez, University of New Mexico

• Alexander Eugene Kurtzman, California State University - Northridge

• McMarshal Hartzenberg, University of New Mexico

• Omphile Hubona, University of New Mexico

• Karen Lux Gaudreault, University of New Mexico