Teachers' beliefs about effective instrumental teaching in schools and higher education

Abstract

What makes instrumental teaching, including vocal teaching, effective? And is this the same in schools and in higher education (HE), including conservatoires? We asked 134 local education authority (LEA) instrumental teachers to state what they believe makes good teaching in schools and in HE, and to list the strengths and weaknesses of the teaching that they recall receiving as students. We found that many teachers believe that good teaching in schools differs from good teaching in HE. There are differences in the beliefs held by teachers with and without qualified teacher status (QTS), and also in those of men and women. Many teachers report that their teaching is influenced by the ways that they were taught, and the ‘peak’ lessons that teachers received often appear particularly influential. We explain the steps we have taken to enable LEAs to apply the findings when planning professional development for their teachers, and suggest further applications.