Mentoring conversations are a central learning opportunity in the professionalisation process of pre-service teachers. In the present study, n = 29 mentoring conversations were examined and characterized in terms of their constructivist or transmission orientation. It turns out that the conversations differ greatly in terms of the characteristics chosen. At the group level of the teacher educators, the analysis of variance shows some differences. For example, conversations with mentors tend to be short, contain fewer topics, and mentors encourage students to reflect less often than university teacher educators or educators from the practial part of teacher education do. In addition, correlations between individual characteristics arise, which can contribute to the development of interview profiles. The study thus contributes to a better understanding of the mentoring practice of different actors in teacher training and highlights areas for improvement.