The purpose of this study was to explore the content of reflective dialogues between student teachers in music and their cooperating teachers, as well as to understand the effects of reflective dialogue on professional development. I was guided in this analysis of 49 transcriptions of interviews and reflective dialogues between student teachers and their cooperating teachers by classifications and terminology from previous research. I identified patterns and found that student teachers reflect most frequently on technical, clinical, and personal issues; critical topics were less frequently discussed. From this analysis, I highlighted the process and benefits of reflective dialogues with experienced teachers and offered approaches for cooperating teachers and university supervisors in music education.
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