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September 2, 2026International Journal of Music Education

Mentoring Through ‘Feedback Dialogues’ in a Student–Teacher Placement in Greece: A Small-Scale Collaborative Case Study

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Authors

ATAngeliki TriantafyllakiPMParaskevi Makrinou

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Overview

Collaborative case study reveals dynamic shifts in feedback dialogues between a mentor and student-teacher, highlighting the need for nuanced mentoring pedagogies in music teacher education.

Key Points

  • Investigate the characteristics and functions of feedback dialogues between a mentor teacher and a student-teacher dyad during a school placement in Greece.
  • Conducted a collaborative, small-scale case study embedded in a school–university partnership in Greece.
  • Performed line-by-line interaction analysis on mentor–student dialogues across pre-teaching, post-teaching, and post-observation cycles.
  • Categorized feedback interactions into four dialogic learning dimensions: emotional support, dialogue maintenance, opportunities for student expression, and contributions to personal growth.
  • Demonstrated qualitative shifts in dialogue focus across distinct placement phases and observation cycles, indicating that mentoring approaches must adapt dynamically over time.

Cite This Study

Triantafyllaki et al. (2026) studied this question.

synapsesocial.com/papers/6a97e305c562ede874ec798chttps://doi.org/10.1177/02557614261483230
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