Instrumental teaching as ‘the noblest and the most under-praised job’: Multiple case studies of three Hong Kong instrumental teachers

King Cheung Calvin LEE, Bo Wah LEUNG

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

The purpose of this study was to explore how instrumental teachers reflect their professional development pathways with reference to their own apprenticeship experiences. The participants were three female instrumental teachers who taught the piano and violin. Reflections of teachers’ own learning experiences on their career pathways and professional development were collected from the participants through interviews, teaching diaries, and field notes. Several themes emerged from the data collected over an approximately six-month period. First, all the participants experienced long musical apprenticeships. Second, the teachers rarely perceived pedagogical skills are ‘learnable’ skills as performing skills. Finally, all the teachers were only interested in practical, examination-oriented professional development programmes, as opposed to academic or pedagogically-oriented outcomes such as journals or conferences. The unitisation of professional development choices would appear to be the most urgent and pressing problem faced by instrumental teachers. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)42-55
JournalMusic Education Research
Volume24
Issue number1
Early online date16 Dec 2021
DOIs
Publication statusPublished - 2022

Citation

Lee, K. C. C., & Leung, B. W. (2022). Instrumental teaching as ‘the noblest and the most under-praised job’: Multiple case studies of three Hong Kong instrumental teachers. Music Education Research, 24(1), 42-55. doi: 10.1080/14613808.2021.2015309

Keywords

  • Instrumental teaching
  • Apprenticeship
  • Music education
  • Professional development
  • Teacher quality

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