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10
Introduction
practicumembodymentorshipandsupervision?Whatisthedistribution
ofafectivelinguisticpatternsinthecorpusofarticlesonmentorshipand
supervision?Whatisamodelofmentorshipinsupervisionbalancing
efectiveandafectivelinguisticpatterns?Thewholeprocessofanswering
thesequestionsshouldhelpusconceptualizelmentorshipinuniversity
supervision’.Thisconceptoflmentorshipinsupervision’arouseout
ofadesiretocharacterizeanidealuniversitysupervisor(US)language
inpost-observationconversations.AninstanceisMcGillUniversity
ExpectationsforGraduateSupervisionwhichcontainpracticaladvicefor
supervisorsinthisrespectwhichreadsasfollows:ulookatyourstudents
holisticallytoincludementorshipinsupervision”2.
Thechoiceofthetermlmentoring’ratherthanlsupervising’,inthetitle
ofthisbook,istwofold.Firstly,itisdictatedbythefactthat,usupervisorsare
oftentask-oriented”,whileumentorsarebothtask-andperson-oriented,
focusingonlong-termdevelopment”(Acker,2011ascitedinPalmeri
&Peter,2019,p.69).Secondly,goodmentoringreferstoHomerianThe
OdysseywheretherelationshipbetweenTelemachus,thesonofOdysseus
andPenelope,andhisMentorthatdevelopedwhileOdysseuswasawayon
theTrojanWarwasrightlyumutuallyrespectfulandhighlypersonalaswell
asdemandingandrewarding”(Dimock,1989ascitedinGold,1996,pp.572,
573).Interestingly,thispreferenceformentoringratherthansupervisionis
observableinpreserviceteachereducation(Price&Chen,2003;Walkington,
2005b;Zeegers,2005ascitedinAmbrosetti&Dekkers,2010,p.42).
InclassicalcognitivedevelopmentaltheoriesbyPiaget(1926/2002)
andVygotsky(1962),teachingnaturallyassumestheimportanceofan
uinteractive,adialogicanddialectic”exercise(Springhall,1995,p.102).
Freire(1974/2021,p.14)additionallyconfirmsthatueternaldialogue”is
logicallyimpliedinhumanexistence.Thisdialogueisunderstoodas
relationshipsbetweeninteractantswhoarejoinedbyulove,hope,and
mutualtrust”aswellasbytheurelationofempathy”(Freire,1974/2021,
p.42).Itisopposedtouanti-dialogue”involvingrelationshipsbetween
interactantswhichareloveless,hopelessandmistrustful,andwhere
utherelationofempathyisbroken”(Freire,1974/2021,p.43).Likewise,
post-observation
mentoring
conversations
realized
by
excellent
universitysupervisors(USs)aredominatedbyeducativeandtopic-
centeredlinguisticcues/utterances(Bąk-Średnicka,2021b).Educative
conversationalframeconstitutesproductiveconversationsengaginginto
2
Mentoring,https://www.mcgill.ca/gradsupervision/supervisors/mcgill-expectations-
graduate-supervision(access:10thMarch2022).
