Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship.,A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs.,The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession.,Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.

中文翻译：

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导师与受训者之间的关系是职前教师应对专业安置的基础

导师与受训者之间的关系对于个人的健康，心理健康，专业代理和信心至关重要。在初始教师教育（ITE）计划的背景下，这些关系成为关键因素。职前教师应对专业职位的能力与指导关系的质量密切相关。本文的目的是确定在澳大利亚墨尔本的学校安置中努力应对的职前教师所使用的否定应对策略，突显了提供质量指导的重要性。采用混合方法进行分析职教师应对教学实践并确定常见的相关信念的方法。共有177名职前教师完成了至少一项督导式实习。第二版成人应对量表（CSA-2）与不限成员名额问卷一起使用，以识别常用的应对方式以及相关的思想和信念。结果表明，偏爱非生产性应对策略的职前教师更多。可能会表达出孤独感，指出与导师的沟通不良，并描述了有关离开教学专业的想法。在实践中使用成人应付能力量表可洞悉个人经历。强调了导师与受训者关系对个人应对的影响。最初的教师教育计划和学校在支持导师与受训者之间的关系方面起着重要作用，并提供了实际的支持性干预措施。