This study addresses how the method of peer mediation can be utilized by teacher educators in developing students’ attitudes to care for those who are in need, how to actively participate in socially meaningful activity without any expectation of reward, and how to contribute to the democratic development of a post-conflict country via active individual participation of teacher candidates. While developing teacher candidates’ dispositions of socially meaningful activity, researchers realized the premises of cultural–historical theory of activity by developing a supportive learning environment and changing the social role of the instructor who becomes a facilitator of teacher candidates learning.
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