Teacher thinking : a qualitative approach to the study of piano teaching
This study explores the musical and pedagogical transactions involved in piano teaching. Adopting a qualitative approach, it focuses on the work of six piano teachers teaching in a variety of contexts, and employs observation and semistructured interview. It is concerned not only with teacher behaviour but with the meaning behind that behaviour and its significance in terms of the context in which it occurs. It emphasises the teacher's viewpoint, by exploring teacher thinking, consulting with teachers as they reflect upon their own practice and describe and explain the purpose behind their actions. The study is divided into four parts: Part 1 outlines the theoretical orientations of the study. Chapter 1 explores the literature on teacher thinking and teacher knowledge, identifying appropriate conceptual and methodological starting points for the study. Pedagogical content knowledge is identified as a critical unit of analysis. Chapter 2 focuses on the piano pedagogy literature, and on research on music teaching and learning, and outlines Swanwick's model of musical criticism, which provides an interpretative framework for the analysis and interpretation of the data. Part 2 focuses on methodological issues. Chapter 3 outlines the assumptions underlying the qualitative approach adopted, describing the research method and design and explicating the research process itself. Part 3 attempts to "give voice" to the teachers involved, focusing on their reflections on issues relating to music, teaching and learning. Part 4 is concerned with the interpretation and discussion of the data in the context of the literature outlined in the theoretical frames put forward in Part 1.