Teacher and student perspectives on one-to-one pedagogy: practices and possibilities
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Author(s)
Carey, Gemma
Grant, Catherine
Year published
2015
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This paper explores teachers' and students' perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness, and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher- student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that ...
View more >This paper explores teachers' and students' perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness, and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher- student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that one-to-one is essential to students' learning and development, findings indicate diverse perceptions, including discrepancies between intentions of teachers and their pedagogical practice, and between teacher practice and student expectations. By drawing on voices 'from the inside' to characterise one-to-one practice, the study contributes to evidence- based research about learning and teaching in the conservatoire environment.
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View more >This paper explores teachers' and students' perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness, and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher- student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that one-to-one is essential to students' learning and development, findings indicate diverse perceptions, including discrepancies between intentions of teachers and their pedagogical practice, and between teacher practice and student expectations. By drawing on voices 'from the inside' to characterise one-to-one practice, the study contributes to evidence- based research about learning and teaching in the conservatoire environment.
View less >
Journal Title
British Journal of Music Education
Volume
32
Issue
1
Copyright Statement
© 2014 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Curriculum and pedagogy
Music education
Higher education
Music