ABSTRACT
This chapter explains the notion of a siren song to inspire a review of a peer-mentoring strategy we employed in the Health and Physical Education Teacher Education (HPETE) practicum program at the University of Queensland's School of Human Movement Studies (UQHMS) in Australia. Providing Olivia with an opportunity to assist less experienced practicum students was intended to enhance her reflection practices and feedback skills within Health and Physical Education (HPE) learning contexts. According to Coburn. C. E., non-system actors are significant players, demonstrating 'a greater capacity than policy actors to reach teachers in ways that are substantive, sustained, and situated in their day-to-day work in the classroom'. Research conducted by Hansford. B. C., Ehrich L. C. and Tennent L. found that for mentees, the benefits of peer-mentoring programs include friendship, increased confidence, enhanced risk-taking behavior and interpersonal development.
