Mentoring in the EFL Practicum

• Thesis title in Czech: Mentoring v praxích budoucích učitelů angličtiny
• Thesis title in English: Mentoring in the EFL Practicum
• Key words: Pedagogická praxe|fakultní učitelé|mentoring|kvalitativní výzkum|několikanásobná případová studie
• English key words: Teaching practicum|mentors|mentoring|qualitative research|multiple case study
• Academic year of topic announcement: 2019/2020
• Thesis type: diploma thesis
• Thesis language: angličtina
• Department: Department of the English Language and ELT Methodology (21-UAJD)
• Supervisor: PhDr. Tomáš Gráf, Ph.D.
• Author: hidden - assigned and confirmed by the Study Dept.
• Date of registration: 03.12.2019
• Date of assignment: 03.12.2019
• Administrator's approval: not processed yet
• Confirmed by Study dept. on: 05.12.2019
• Date and time of defence: 17.06.2020 08:40
• Date of electronic submission: 26.05.2020
• Date of proceeded defence: 17.06.2020
• Submitted/finalized: committed by student and finalized
• Opponents: PhDr. Lucie Jiránková, Ph.D.

Guidelines

The teaching practicum is an integral part of teacher education and a key role is played by teacher trainers – mentors. The aim of this thesis is to determine their perception of the practicum, evaluation of their own degree of preparedness, and attitude to the tasks which the role of the mentor involves. The theoretical part describes the roles of the mentor, models of mentoring, concrete mentoring tasks, and also their motivation. The empirical part is comprised of the results of qualitative research in the form of a multiple case study. The material has been obtained through interviews with mentors (teachers of English) from faculty secondary schools in Prague. The aim of this work is to raise awareness of circumstances facing mentors as well as the process and quality of practicums as such.
The thesis is written in English.

References

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Field, Barbara and Field, Terry. Teachers As Mentors : A Practical Guide. Routledge, 1994. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=134286&lang=cs&site=eds-live&scope=site.

Furlong, John and Maynard, Trisha. Mentoring Student Teachers: The Growth of Professional Knowledge. London: Routledge, 1995.

Kerry, Trevor and Shelton Mayes, Anne. Issues in Mentoring. London: Routledge, 2014.

Klieger, Aviva and Oster-Levinz, Anat. „The Influence of Teacher Education on Mentor Teachers’ Role Perception in Professional Development Schools“. Journal of Education for Teaching, vol. 41, no. 2, 2015, pp. 115 – 127. Taylor & Francis Online, https://www.tandfonline.com/doi/full/10.1080/02607476.2015.1010873.

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Nováková, Daniela. Faktory a aspekty ovlivňující kvalitu pedagogicko-psychologické praxe. Disertační práce. Univerzita Karlova 2016.

Smith, Melissa K. and Lewis, Marilyn. „Toward Facilitative Mentoring and Catalytic Interventions.“ ELT Journal vol. 69, no. 2., 2015. Oxford University Press. Oxford Academic, https://academic.oup.com/eltj/article/69/2/140/408861.

Šeďová, K., and Švaříček, R. “Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu”. Pedagogická orientace, vol. 23, no. 4, 2013, pp. 478–510. Journals Muni Cz, https://journals.muni.cz/pedor/article/view/698.

The Cambridge Guide to Second Language Teacher Education. Edited by Burns, Anne and Richards, Jack C. United States of America: Cambridge University Press, 2009.

Yin, Robert K. Case Study Research and Applications Designs and Methods. 6th ed., United States of America: Sage Publishing, 2018.