While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.

虽然音乐教育研究人员通过课堂观察和访谈研究了合作教师和学生教师的互动，但很少有关于合作教师和学生教师之间的扩展对话或合作教师承担的各种指导角色（教练、指导、模型和评估者）的研究. 在为期 8 周的学生教学安置期间，我记录了四对学生教师合作教师之间的扩展对话，以及个人访谈。使用对话模型中的导师角色分析数据。在对话中承担的指导角色反映了学生的教学环境、对适当角色的看法、合作教师和学生教师的个性以及他们的关系。