Purpose: University-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them. Design/methodology/approach: A descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis. Findings: Mentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing. Originality/value: Changes to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.

中文翻译：

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在初等教师教育中解决实习实习中的导师福利

目的：在实习期间，大学附属导师充当学校与职前教师之间的联络人，提供学术，行政和关系支持。在学术工作量增加，学生人数增加以及在时间紧迫的环境中对问题做出反应的需求的背景下，导师的福利可能会受到损害。探索了导师的福利，强调了对职前教师福利的威胁对支持者的必然影响。设计/方法/方法：描述性的个案研究，探讨了在职前教师实习和辅导过程中辅导员的幸福生活经历。与导师进行了半结构化面试，以监督职前教师的专业经验安排。导师采用影子数据方法，分享了自己的经验并反思了其他人的经验。使用主题内容分析来分析数据。调查结果：导师和职前教师的幸福经历显示出相似的幸福指标，包括个人和职业压力，工作量压力和道德困境。在支持自己的自理方面，许多导师感到看不见，因为重点是满足实习生的利益相关者和学生的支持需求，而不是自身的幸福。独创性/价值：专业经验实践的改变必须考虑对岗前教师，在校导师和大学附属导师的潜在影响，因为每个人的福祉都可能影响此专业经验三合会其他人的福祉。