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Introduction
Thisbookisbasedona2millionwordcorpusof224scholarlyarticles
onthepracticumpublishedbetween2010and2020.Thiscorpuswas
searchedmanuallyandbyusingsoftwaretools.Itwasselectedthrough
literaturereviewandexploredthroughtheapplicationofcontentanalysis
andcorpuslinguisticsprocedures.Priortoourresearchwesearched
thiscorpusbytrialanderror,inspiredbyafeelingthatcurrentresearch
articlesonthepracticumingeneralandonmentorshipandsupervision
inparticularshowanunevendistributionofefectiveandafective
linguisticpatterns.GolombekandJohnson’s(2004,p.324)analysis
shows,forexample,thatthecatalyticroleofemotionsintheprocessof
transformationisneglectedintheareaofteachereducation.Totakean
exampleofourcorpus,thereisadisproportionallyhighoccurrenceof
thewordefectivewhencomparedtotheoccurrenceofthewordafective.
Specifically,efectiveoccurs1076timesin196textsandafectiveoccurs
159timesin43texts.
Thequestionsconsideredinthisbookconcernthethemesconstituting
thepracticumintheareaofmentorshipandsupervisionaswellas
thelanguageofpost-observationuniversitymentoring1.Thespecific
questionsareframedasfollows:Howdocurrentresearcharticlesonthe
1
Inthismonographauniversitystafmemberwhoassessesthepracticumworkis
calledauniversitysupervisor(US),auniversity-basedmentor,auniversity-based
teachereducator,auniversityeducator,atutor,afacultyadvisor;whereasateacher
employedatschooliscalledaschoolmentor,amentorteacher,acooperatingteacher,
aschool-basedmentor,aschool-basedteachereducator,asupporterteacher,
anassociateteacher;whereasateachercandidateiscalledapreserviceteacher,
astudentteacher,amentee.
