| Summary: | 碩士 === 國立屏東大學 === 音樂學系碩士班 === 107 === This study tries to describe the work of piano teachers who teach in university music departments. The focus is on three elements: the teachers beliefs, their professional development, and teaching practice, and would explore the co-relation among them. It is conducted in multiple-case research method, with semi-structured interviews on six piano teachers who teach in individual classes in university music departments. The findings are:
1. The belief, attitude and teaching method of a piano teacher is greatly influenced by his own learning experience. Through the experience accumulation of his teaching, he then examines, retrospects, and modifies the belief he establishes, and eventually he would develop his own teaching theory.
2. In term of belief, a teachers function is in two aspects, one is as an inspirer and instructor, the other, a listener and advisor; in practise, other than sharing his own experience and viewpoint, a teacher demonstrates, inquires, encourages the pupil to listen to music or attend recitals.
3. A piano teachers beliefs realizes in how he arranged his course planning and teaching, which is also in two dimensions, one is on his planning of the course content, and the other is applying his teaching tactic; in practice he would focus on building pupils fundamental techniques and the comprehension of the music piece. He would also enquire, guide, assay through his teaching process.
4. On dealing with individual difference among students, the belief of a piano teacher enables him to encounter the reality in two directions, one is understanding his pupils before the class begins, and the other being teaching students in accordance with their individual aptitude, in practice he would interview them face to face so as to decide on adequate pieces for each pupil.
5. The belief of a piano teacher is definitely crucial in how he establishes the relationship with students which would be in two ways, one being to build a mutual understanding, and the other, mutual trust; in practice that means friendly and cozy conversations between teacher and pupil in class, caring about students daily life, offer them timely encouragement but maintain the monitoring, and correct them with an earnest heart.
6. On working on his professional development, a piano teacher usually works with other musicians. He also gives recitals, listens to concerts often. And he reads extensively.
7. A piano teacher works on his professional development, because he wants to uphold his art, skill and professionalism, and wishes himself to be a better being; he also expects himself to be a better teacher who could offer more help to the students.
8. Eventually the three elements, namely the teachers beliefs, his professional development and his teaching practice, would interwind in one direction, corelated with each other closely.
Based on the study, the researcher suggests the following for future studies: (1) we could explore on relative subjects; (2) the study subects could be on different phases of piano teachers career development, or on instrument teachers; (3) among variable methods such as descriptive study, case study, group interview, classroom observation or questionaire, use the one that would thoroughly portrait the main theme; (4) use questionaire, scale, or document reference would help to increase the studys validity; (5) it would be interesting and challenging if further related area could be appoached through the skeleton of the study outline; (6) it would be wise to probe into study result from all possible dimensions or aspects.
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