Mentoring in times of reform: music education insights from Spain

Purpose This study examines the impact of Spain’s recent education reform, LOMLOE (2020), on music education practicum mentoring. It explores the challenges faced by mentors and trainee teachers, focussing on three key themes: operational challenges leading to mentor cognitive overload, the perceived mismatch between university training and the reform’s demands, and evidence of positive adaptation through professional development. Design/methodology/approach A qualitative multiple-case study was conducted across two academic years (2022–2024) in publicly funded schools in the Valencian Community. Data sources included semi-structured interviews with mentors and trainees, trainee field journals, and practicum reports, ensuring a robust, triangulated analysis. Findings The results reveal three main findings: (1) mentors experienced significant cognitive overload due to a rushed and unsupported reform implementation, (2) a persistent perceived mismatch between university training and new school-level demands hindered the practicum and (3) early signs of successful adaptation were observed in schools that had invested in targeted professional development, showing improvements in curricular integration and mentoring practices. Research limitations/implications The findings are based on a non-probabilistic, convenience sample from a single Spanish region, which limits generalisability. The study’s timing during the early implementation of LOMLOE means findings may not reflect long-term stabilisation. Potential social desirability bias in group interviews is another limitation. Future research should employ larger, more diverse national samples and longitudinal designs to track the evolution of mentoring practices over time. This study provides a solid foundation for such work by highlighting key transitional challenges faced by mentors and trainees. Practical implications The study highlights the urgent need for evidence-based strategies, including accredited, role-specific mentor training and enhanced institutional coordination. It underscores the importance of aligning university curricula with the reform’s competency-based principles to support mentors and bridge the theory–practice gap. Social implications This study directly addresses the promise of Sustainable Development Goal 4 (Quality Education) by highlighting how systemic support for mentors is crucial for effective educational reform. Empowering mentors through targeted training and coordinated institutional policies leads to better-prepared teachers, which in turn enhances the quality and equity of education for all students. By advocating for a more coherent, practice-oriented teacher education system, the research contributes to building a more competent and resilient teaching workforce, essential for societal progress. Originality/value While rooted in the Spanish context, the findings offer broader insights for international systems navigating large-scale, competency-based educational reforms. The study concludes that while such transitions present challenges, targeted strategies and institutional support are crucial for successful adaptation, benefiting both mentors and future educators.