Characterising One-to-One Conservatoire Teaching: Some Implications of a Quantitative Analysis

Autor/inn/en	Carey, Gemma Marian; Bridgstock, Ruth; Taylor, Peter; McWilliam, Erica; Grant, Catherine
Titel	Characterising One-to-One Conservatoire Teaching: Some Implications of a Quantitative Analysis
Quelle	In: Music Education Research, 15 (2013) 3, S.357-368 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2013.824954
Schlagwörter	Foreign Countries; Music; Music Education; Video Technology; Postsecondary Education; Individual Instruction; Instructional Effectiveness; College Students; Music Teachers; Statistical Analysis; Factor Analysis; Teaching Styles; Transformative Learning; Transfer of Training; Teacher Characteristics; Australia + Suchen Sie Ihr Suchwort? Ausland; Musik; Musikerziehung; Post-secondary education; Tertiäre Bildung; Individuelles Lernen; Unterrichtserfolg; Collegestudent; Music; Teacher; Teachers; Musiklehrer; Statistische Analyse; Faktorenanalyse; Lehrstil; Unterrichtsstil; Pädagogische Transformation; Training; Transfer; Ausbildung; Australien
Abstract	Despite the significant recent growth in research relating to instrumental, vocal and composition tuition in higher education, little is known about the diversity of approaches that characterise one-to-one teaching in the conservatoire, and what counts as optimal practice for educating twenty-first-century musicians. Through analysis of video-recorded one-to-one lessons that draws on a "bottom up" methodology for characterising pedagogical practices, this paper provides empirical evidence about the nature of one-to-one pedagogy in one Australian institution. The research aims (1) to enable a better understanding of current one-to-one conservatoire teaching and (2) to build and improve upon existing teaching practice using authentic insights gained through systematic investigation. The authors hope the research will lead to a better understanding of the diversity and efficacy of the pedagogical practice within the specific context in which the study was conducted, and beyond, to conservatoire pedagogy generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10