Özet:

Academic staff are not a group of people that spends only a certain period of life on learning, on the contrary, they engage in life long learning motivation. The aim of this study is to investigate the role of peer support at postgraduate level. The study was examined with qualitative research method and phenomenology design. In order to determine the participants of this research, homogenous sampling type, which is one of the purposive sampling methods, was utilized. In-depth interviews were conducted with 10 research assistants who continue with their postgraduate education at a public university using a semi-structured interview form. The data were analyzed by coding within the scope of thematic analysis approach. The study was approved by Sülemyman Demirel University EtiK committee (87432956 / 050.99 / 65902). As a result of the analysis of the data four sub-themes under the theme of reasons for needing peer support in postgraduate education: personal, communicative, systemic and professional reasons under the theme of peer support process three sub-themes in terms of informal relations, formal relations and academic incentives under the theme of the consequences of peer support for peers positive and negative sub-themes were determined. As a result, it was observed that research assistants in the academy needed peer support, especially in the process of postgraduate education, and that peer support interpreted peer support positively for reasons such as academic development, motivation, and decreasing workload. As a result, it was observed that research assistants in the academy needed peer support, particularly in the process of postgraduate education, and that peer support interpreted positively for reasons such as academic development, motivation, and decreasing workload.

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