The relationship between instrumental and pedagogical training of string teachers and their self-perceptions of teaching effectiveness

Abstract

String teaching has traditionally adhered to an apprenticeship model involving the passing of practical skills and experience from master to student and research exploring the process of pedagogical development and the impact of pedagogical training is scarce. This study explores the interaction of instrumental and pedagogical influences in the development of teaching effectiveness in string teachers and examines the factors that predict effective teaching in a range of contexts. The perceived needs of teachers for further training are also investigated. The influences considered in this study were; instrumental training, performance experience, formal pedagogical training and professional development activities. The study was conducted in the state of New South Wales, Australia, using a cross section of string teachers as participants. A predominantly qualitative design was adopted using data from semi-structured interviews and a questionnaire. The results showed that the instrumental training and performance backgrounds of string teachers encompassed a wide range of experiences and outcomes and that these influences on their own did not ensure a consistent level of teaching competence across all levels of teaching and teaching contexts. Formal pedagogical training was found to be an advantage to teachers in that it could provide a starting point and framework for future development but within the training models examined there was a considerable range of content and strategies and the effectiveness of the courses varied accordingly. Where this training had been comprehensive it was found to complement the skills derived from teachers’ performance backgrounds very effectively. Teachers’ professional development preferences revealed that most teachers desired further pedagogical support throughout their careers but that they frequently found it difficult to find the type of activity that would suit their particular needs. The findings of this study indicate that string teachers would benefit from formal pedagogical training and that professional development activities need to be carefully designed to cater for the needs of specific groups within the community of string teachers. These findings have implications for both tertiary music institutions and for educational bodies providing professional development activities for string teachers.