Abstract
The study presents an innovative project of the Faculty's own intra-faculty language school, which serves the Faculty of Arts, Charles University as a complement to pedagogical practicum in the preparation of English language teachers. It maps its four-year existence, describes in detail its origin, structure, management and principles of work with students of English didactics who teach at the school.
It also provides the results of a qualitative analysis of a questionnaire survey, of the thirteen student teachers involved in the project. They evaluated the contribution of the project for their own teacher training and various aspects of working in a language school, such as the meaning of peer observations, evaluation of their own and their students' progress, assessment of problematic aspects and comparison of the project with standard teaching practice.
The high evaluation of all aspects of the project by the students, lecturers and the management of the Faculty of Arts of Charles University shows that the project of the language school itself represents a unique opportunity to complement standard pedagogical practice with a simulation of a real school organised on its own premises. The study can also serve as a guide for conducting similar projects at other faculties preparing future teachers.