A proposed integrated mentoring practice framework to guide university supervisors during work - integrated learning

Abstract

The mentoring roles of university supervisors (USs) engaged in work-integrated learning (WIL) of pre-service teachers lack substantial research. Across the globe, faculties of education primarily define the roles of these supervisors as those of facilitators, observers, and assessors. Rarely do universities describe their roles as mentors, nor do they offer any kind of training or guidelines that involve integrated (holistic) mentoring. Integrated mentoring comprises the fostering of healthy mentor-mentee relationships and the development of a psychosocial support system. The latter promotes personal and professional well-being within a safe and nurturing space that allows mentors and mentees to flourish during teaching practicum. In this regard, I integrated Hudson’s adapted mentoring model (HAMM) with Seligman’s PERMA flourishing model as theories. Hudson's adapted mentoring model encompasses eight factors: positive personal attributes, system requirements, professionalism, pedagogical knowledge, modelling, feedback, peer mentoring, and a nurturing and supportive relationship. This model serves as a source of professional support and development. Conversely, Seligman's PERMA flourishing model comprises positive emotion, engagement, relationship, meaning, and accomplishment. This model functions as a form of psychosocial support.

Within the scope of the conceptual perspective, I encompassed four categories of support: instructional, instrumental, appraisal, and psychosocial support. Additionally, I incorporated a conceptual representation of coaching and flourishing, along with the notions of integrated mentoring. Hence, this study aimed to introduce an integrated mentoring practice framework (IMPF) tailored for university supervisors. This framework is designed to guide the university supervisors' progression into proficient mentors capable of facilitating integrated mentoring. This transformation will empower university supervisors to establish thriving connections with pre-service teachers and strike a balance between their professional and personal growth. Ultimately, this initiative will enhance the quality of training provided to pre-service teachers. This study was guided by the primary research question, what constitutes an integrated mentoring practice framework? With three secondary research questions: Firstly, why is there a need for integrated mentoring during WIL? Second, what are the perceived mentoring roles and responsibilities of university supervisors within an integrated mentoring practice framework? Third, how can HAMM and Seligman's flourishing PERMA model serve as a foundation for integrated mentoring practices?

I utilised descriptive document and secondary data analysis designs, underpinned by a qualitative approach rooted in an interpretive paradigm. Data analysis was conducted through deductive thematic analysis. I obtained ethical clearance for the study and maintained rigour in terms of trustworthiness.

The themes emanated from the data were: career and skill enhancement, self-growth and well-being, continuous learning and growth, building a mentoring culture and cultivating a flourishing nature. Findings suggest holistic mentoring practices of USs are essential during WIL, as integrated mentoring ensures flourishing. Additionally, the findings emphasise the need for integrated support provided by the USs. The holistic roles and responsibilities of a mentor and the flourishing attributes of a university supervisor were highlighted. In conclusion, adopting an integrated mentoring practice framework will not only enhance the quality of mentoring but also enhance the personal and professional growth of pre-service teachers, addressing all their holistic needs and effectively preparing them to be qualified teachers.

Keywords: flourishing; higher education; integrated mentoring; pre-service teachers; university supervisors; work-integrated learning.