Abstract: This exploratory case study examines a sustained mentor–mentee relationship in applied voice pedagogy using an action research framework. Focusing on a multiyear, one-to-one mentorship between an experienced voice teacher and an early-career instructor, the study investigates pedagogical, relational, and professional development during the mentee’s transition into higher education teaching. Data from lesson observations, reflective journals, and mentor–mentee correspondence reveal growth in diagnostic listening, student-centered pedagogy, and relational awareness. Findings suggest that mentoring can evolve into a shared site of inquiry, reflection, and growth in which both mentor and mentee engage in reflective practice, coconstruct pedagogical understanding, and negotiate professional identity.
Goffi-Fynn et al. (Tue,) studied this question.