Supporting early career educators across all disciplines is undoubtedly essential, and many countries have long recognized this need. One effective approach to addressing this issue is the implementation of mentoring programs, where experienced educators serve as mentors to their junior colleagues (Bell-Robertson, 2015; Fernández-Barros et al., 2023; Weidner, 2023). In the field of education in Greece, mentoring was introduced in 2022 through a ministerial decree (Government Gazette 4509/2022). However, in the field of music education, its implementation in practice appears to be insufficient. Identifying this need, the Department of Music Studies of the Ionian University initiated a pilot mentoring program to support students undertaking a six-month teaching practicum in schools and educational institutions as part of their BA thesis work. This mentoring programme was carried out by two experienced peer mentors with extensive teaching experience.

Following a collaborative autoethnographic methodology (Chang et al., 2013), the present study aims to explore the experiences of the two peer mentors. The research questions guiding this study are: (a) how the personal educational experiences, strengths, and challenges of the two mentors shaped their approach to guiding students in their teaching practicum, and (b) whether and how this experience influenced their personal teaching beliefs and methodologies, as well as the need for potential changes.

The analysis revealed key themes, such as the continuous need for interaction, collaboration, and reflection. The study highlighted the importance of in-depth acquaintance with team members, taking into account their academic and professional backgrounds, and collaboratively documenting their needs. Significant challenges emerged from the diversity within the group, both in terms of age and teaching experience, as well as the fact that the participants conducted their practicum in different educational settings. It became evident that the mentors' guiding role fostered a sense of community among the students and reinforced their sense of effectiveness as emerging music educators.

For the mentors, this experience was a journey rich in stimuli, offering new ideas for alternative approaches to collaboration and education. It prompted them to develop new skills and expand their teaching and mentoring methodologies.

• Historical and cultural perspectives and contemporary educational practices

Maria Chalkiadaki is a primary education teacher. She studied classical guitar and pursued further training in special education at the University of Crete. She is a graduate of the two-year Carl Orff program at the Moraitis School. She has been trained on intercultural education and refugee education. She completed a master’s degree in Music Pedagogy at the Department of Music Studies of the Ionian University and has begun working on her doctoral dissertation in the same department. For the past 12 years, she has been working as a special education teacher at a primary school using music for fostering inclusion.

Maria Zarkada is currently a doctoral student at Ionian University. She holds a BA in Music Performance, an MA in Community Music, an MEd in Special and Inclusive Education and an MA in Music Education. She is a Kodály certified music educator and has completed numerous other certifications ranging from piano performance to Dalcroze Eurhythmics. 
Maria has had a rich and varied carrier as a music educator both within Greece and internationally and has shared her love for music with both children and adults in a variety of settings. She has worked extensively with Third Culture Children as well as displaced refugee children.