The Master’s thesis discusses the field of the mentor and mentorship in primary school internship. We first describe the meaning of the mentor, its role, tasks, competences, and characteristics of an effective mentor. Then we discuss the general importance of mentorship, the formal and informal mentorship, relationship between the mentor and the mentoree and the communication between them. Separately, we discuss the legislation governing the field of internship in the field of primary education, and then explain the role of the intern and the intern teacher. Slightly more focus was given to the definition of the mentor teacher in primary school internship, the roles and tasks of the mentor teacher and the relationship between the mentor and the intern in the primary school internship process. We concluded the theoretical part with the discussion of competences of the mentor teacher for leading the internship, where we particularly stressed out his effectiveness in the internship. In the empirical part of the thesis we used semi-structured interviews to find out how mentor teachers evaluate their effectiveness in the execution of mentorship within the primary school internship, which competences (abilities, skills, additional knowledge, skills, experiences, possibilities for successful performance of mentorship) they already have and in their opinion weather a permanent upgrade in the form of professional training and special programs for education in the field of mentorship in this manner is needed. The analysis of interviews showed that mentor teachers do not attend educational programs and training, intended specifically to gain knowledge from the field of mentorship for interns in the process of mentor internship and they are also less familiar with such educational programs. Despite this, they evaluate their competence for mentoring as sufficiently good and professional, since they think they have obtained the knowledge from the field of mentorship through educational programs in other fields.
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