Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors’ perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators’ perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-methods phenomenological research (QUAN + PHEN) with a survey of a national sample of music teacher educators (N = 142) and a phenomenology built from a three-interview series with individuals (n = 6) at various career stages. After analyzing each phase separately, we engaged in data integration and interpretation of study findings to reveal a description of current mentoring practices and beliefs. Key elements include relationship building, a multilayered community of practice, and intentional acts of anticipatory socialization that empower students as they transition to the role of colleague.

指导是研究生福祉、社会化和职业认同发展的关键因素。然而在音乐教育中，从导师的角度来看，研究生导师的经历却鲜为人知。因此，这项混合方法研究的目的是检验音乐教师教育者对研究生指导的看法和经验。我们使用并发嵌套方法进行混合方法现象学研究 (QUAN + PHEN)，对全国音乐教师教育者样本进行调查 ( N = 142)，并通过与个人的三次访谈系列 ( n= 6) 在不同的职业阶段。在分别分析每个阶段后，我们对研究结果进行了数据整合和解释，以揭示对当前指导实践和信念的描述。关键要素包括建立关系、多层次的实践社区，以及在学生过渡到同事角色时赋予他们能力的预期社会化的有意行为。