The preparation of music teachers represents a key factor within the educational framework. In a world in constant evolution, the need to integrate new training proposals that cater to different environments is of vital importance to strengthen music education. The aim of this study is to analyze the use of mentoring in the context of music teaching through a systematic review using PRISMA. Among the results, the main areas addressed by mentoring are observed, being centered around professional development and the accompaniment of both students and teachers who are new to teaching. The profile of the participants in the mentoring relationship (mentor-mentee) is detailed in the systematic review, being the formal models of mentoring, linked to an institution, the most widespread throughout the article. Among the main conclusions, the prominence of the USA in the research and development of mentoring programs is noted and the positive impact of mentoring in both formal and informal contexts is highlighted, emphasizing individualized and group mentoring for professional and personal development in higher education.

中文翻译：

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音乐教师教育背景下的指导：系统评价


音乐教师的培养是教育框架中的一个关键因素。在一个不断发展的世界中，整合迎合不同环境的新培训提案对于加强音乐教育至关重要。本研究的目的是通过使用 PRISMA 的系统评价来分析指导在音乐教学背景下的使用。在结果中，观察到指导涉及的主要领域，以专业发展和刚接触教学的学生和教师的陪伴为中心。系统评价中详细介绍了指导关系参与者（导师-学员）的概况，这是与机构相关的正式指导模式，在整篇文章中最为普遍。在主要结论中，指出了美国在指导计划的研究和开发方面的突出地位，并强调了在正式和非正式环境中指导的积极影响，强调个性化和团体指导对高等教育的专业和个人发展。