Supporting a pre-service English language teacher's self-determined development

Elena Ončevska Ager, Mark Wyatt

    Research output: Contribution to journalArticlepeer-review

    4 Scopus citations


    In this qualitative case study, we follow the development of an initially struggling pre-service teacher (PST) on an under-resourced teacher education programme in order to understand the interplay between her cognitions, emotions and motivation on one hand, and the mentoring she received, on the other. We found that the PST made progress despite the not always suitable mentoring approaches employed, conceivably because her self-determined development was primarily guided by her own developmental needs, rather than the mentoring strategies put in place. Implications for mentors are to ‘meet’ their mentees where they are, using elicitation-based mentoring formats to avoid judgementoring.

    Original languageBritish English
    Pages (from-to)106-116
    Number of pages11
    JournalTeaching and Teacher Education
    StatePublished - Feb 2019


    • Mentoring
    • Pre-service teacher education
    • Teacher cognitions
    • Teacher education programmes
    • Teacher emotions
    • Teacher motivation


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