ABSTRACT
This chapter focuses on teachers’ experiences of peer-group mentoring (PGM) in two groups that were composed in different ways: one group consisted of teachers from the same work community and the other of teachers from different work communities. We do not aim at determining which group composition is better but at describing how the groups’ experiences differed from each other. These experiences were examined from various angles, refl ecting on how the results could be used to develop mentoring further. The results represented a similarity in both groups’ experiences: all the members were satisfi ed with their own group and its operation. However, we also observed some differences between the groups.
