Music Instrument Teachers in Higher Education: An Investigation of the Key Influences on How They Teach in the Studio

Autor/inn/en	Daniel, Ryan; Parkes, Kelly A.
Titel	Music Instrument Teachers in Higher Education: An Investigation of the Key Influences on How They Teach in the Studio
Quelle	In: International Journal of Teaching and Learning in Higher Education, 29 (2017) 1, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Music Teachers; Musical Instruments; Higher Education; College Faculty; Music Education; Teacher Competencies; Teaching Skills; Teaching Methods; Teacher Surveys; Foreign Countries; Teacher Characteristics; Educational Attainment; Qualitative Research; Statistical Analysis; Australia; United States; New Zealand; Asia + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikinstrument; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Musikerziehung; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsabschluss; Bildungsgut; Qualitative Forschung; Statistische Analyse; Australien; USA; Neuseeland; Asien
Abstract	In higher education music instrument teaching, there is a strong tradition of high-level performers being recruited to teach advanced students within the private studio despite the fact these educators often have no training in pedagogy. The studio environment also continues to be dominated by the one-to-one lesson format and the master-apprentice tradition. While the literature overviews a long history of the master-apprentice tradition in various fields, there is to date minimal empirical research that specifically evidences the extent to which it is cyclical in nature. This paper reports on survey data from 54 current tertiary educators across four countries who were asked to identify the key influences on how they work within the music studio. The data point not only to the influence of the master-apprentice tradition, but also to the fact that most current educators rely on previous teachers and experiences of teaching to inform their pedagogy. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01