engleski

Getting a Hold of Experienced Language Teachers' Practical Knowledge: Exploring the Perspectives of Student Teachers

This paper investigates emotional support and task assistance as two instances of mentor roles during preservice language teachers' classroom practice. The participants of this study were 21 fifth-year students of graduate university study who were in the process of obtaining Master's Degrees in English Language and Literature, teaching stream. The findings revealed that preservice English teachers were capable of recognizing their mentors' experience and expertise while being supervised. Along with that, preservice teachers could successfully identify their strengths and weaknesses concerning teaching. Good rapport between mentors and preservice teachers played a key role in future teachers' performance.

studentska praksa ; percepcija budućih nastavnika jezika ; mentori

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