e-Pedagogium 2025, 25(4):26-43 | DOI: 10.5507/epd.2026.006

Implementation of the Induction Period of Novice Foreign Language Teachers: Challenges and Experiences from Practice

Tomáš Botlík Nuc^a, Lenka Rozboudová^a

^a Katedra germanistiky a Katedra rusistiky a lingvodidaktiky,, Pedagogická fakulta, Univerzita Karlova, Magdalény Rettigové 4, Praha 1, 116 39

The study presents findings from research conducted among novice foreign language teachers, aiming to determine how their induction period was implemented at schools, from whom they received support, how cooperation with their mentor teacher took place, and in which areas of the teaching profession they would have required additional support. The research was carried out through semi-structured interviews with 11 graduates of teacher training programs in English, German, or Russian. The results show that although legislation requires schools to ensure an induction period and provide support to novice teachers, the implementation of this requirement varies greatly across schools. While a mentor is usually assigned, the induction process is often unsystematic, and support tends to be sporadic or provided only reactively upon request. The novice teachers themselves would welcome systematic support, both in terms of receiving information and in the form of classroom observations followed by reflective feedback to foster their professional growth. From their pre-service preparation, they feel least prepared for classroom management, ensuring discipline in the classroom, communication with parents, as well as for strategies of maintaining personal wellbeing and self-care.

Keywords: induction period; novice teachers; mentor teacher; challenges of novice teachers; support for novice teachers.

Received: September 22, 2025; Revised: September 22, 2025; Accepted: December 22, 2025; Published: May 8, 2026  Show citation