What’s in it for me

Mentors’ perspectives on their role in language teacher education in the Czech context

Bibliographic Data

ID21496459
AuthorsJitka Sedláčková (0000-0002-6636-1541, Masaryk University), Nicola Fořtová (Masaryk University, corresponding author)
Year2025
Pages1-20
Publication date2025-06-03
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0261-9768 • E-ISSN: 1469-5928
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02619768.2025.2514642
OpenAlexW4410994615
LanguageEN
Citations received1
References cited32

The role of mentoring in Czech teacher education has evolved, with increased emphasis on student teachers’ practical experience. However, the lack of clarity surrounding mentors’ roles, combined with a shortage of available schools, burdens untrained mentors and leads to varied relationships with universities and teacher educators. Our qualitative study involved interviews with English teachers from Czech secondary schools, exploring mentors’ perspectives and experiences of mentoring. Although there is limited literature and practice on mentoring in the Czech context, studies from other settings underscore the significance of mentor-student teacher cooperation for professional development. Also highlighted are variations in mentor roles, their perceived value, and differing expectations and standards between mentors and mentees. These findings support the need for systematic mentoring evaluation and the development of competency-enhancing programmes

Czech · Language education · Language teacher · Linguistics · Mathematics education · Pedagogy · Sociology · Teacher education · Collaborative Teaching and Inclusion · History · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies

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