Mentors’ perceptions of supervising student English language teachers during one-year clinical practice

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F23%3A39921138" target="_blank" >RIV/00216275:25210/23:39921138 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.22364/atee.2022" target="_blank" >https://doi.org/10.22364/atee.2022</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.22364/atee.2022.33" target="_blank" >10.22364/atee.2022.33</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Mentors’ perceptions of supervising student English language teachers during one-year clinical practice

Popis výsledku v původním jazyce

Mentoring in initial teacher education programmes is believed to play one of the primary roles in student teachers’ professional development, as it enhances the professional learning of student teachers in the context of their classroom and school experience. The purpose of the article is to explore mentors’ perceptions of their readiness, expectations, and relationship with student teachers during one-year clinical teaching practice. The article defines and discusses mentoring in an initial teacher education programme at a Czech university and reports the findings of a qualitative study which was conducted in a group of mentors who provided mentoring to student English language teachers during their one-year clinical practice. The clinical teaching practice is conducted in selected schools at primary and lower-secondary levels of education and mentors, student teachers, and university teacher educators communicate and cooperate closely. The study offers insights into the mentors’ perceptions of various aspects of mentoring, including the relationship of the mentors and the student English language teachers in the specific clinical practice model. The findings of the study are interpreted in the light of the proposed reform of initial teacher education in the Czech Republic and as such might be recognised by the education community and policymakers.

Název v anglickém jazyce

Mentors’ perceptions of supervising student English language teachers during one-year clinical practice

Popis výsledku anglicky

Mentoring in initial teacher education programmes is believed to play one of the primary roles in student teachers’ professional development, as it enhances the professional learning of student teachers in the context of their classroom and school experience. The purpose of the article is to explore mentors’ perceptions of their readiness, expectations, and relationship with student teachers during one-year clinical teaching practice. The article defines and discusses mentoring in an initial teacher education programme at a Czech university and reports the findings of a qualitative study which was conducted in a group of mentors who provided mentoring to student English language teachers during their one-year clinical practice. The clinical teaching practice is conducted in selected schools at primary and lower-secondary levels of education and mentors, student teachers, and university teacher educators communicate and cooperate closely. The study offers insights into the mentors’ perceptions of various aspects of mentoring, including the relationship of the mentors and the student English language teachers in the specific clinical practice model. The findings of the study are interpreted in the light of the proposed reform of initial teacher education in the Czech Republic and as such might be recognised by the education community and policymakers.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

To Be or Not to Be a Great Educator, 2022 : Proceedings of ATEE Annual Conference

ISBN

978-9934-36-019-0

ISSN

—

e-ISSN

—

Počet stran výsledku

19

Strana od-do

494-512

Název nakladatele

University of Latvia

Místo vydání

Riga

Místo konání akce

Riga

Datum konání akce

29. 8. 2022

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

999