A Study on Teachers' Roles and Mentoring Relationship in Piano Pedagogy

• Main Authors: WU, YA-PING, 吳雅萍
• Other Authors: ZENG, SHAN-MEI
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/9x2x2e

碩士 === 國立屏東大學 === 音樂學系碩士班 === 107 === 　　This study focuses on the influence of teachers’ roles and mentoring relationship in piano pedagogy. Qualitative research was conducted with semi-structured in-depth interviews and participant observations, reflection journals used to collect data. Four piano teachers, eight students and eight parents were interviewed. The results are divided into three parts. The first two parts analyze four piano teaching cases to explore the influence of piano teachers’ role and mentoring relationship on piano pedagogy from the perspective of teachers, students and parents. The last part is an integrated analysis of the influence of teachers’ roles and mentoring relationship on piano pedagogy. 　　This study delves into three roles played by piano teachers: teaching, interpersonal communication and guidance. The mentoring relationship is analyzed from three aspects: setting good examples, communication and recognition. The conclusions are as follows: 1. The influence of a “teacher’s role” on piano pedagogy: 　(1) Every piano teacher has a specific teaching method, lesson design and tutorial based on his/her own personality and attitudes. This affects a parent’s choice of teacher and the teacher’s instruction in different aspects. 　(2) A piano teacher who has good communication skills, good interaction with students and effective communication with parents can provide a quality teaching environment, develop good interpersonal relationships and earn an excellent reputation in piano pedagogy. 　(3) Teaching with love and patience, utilizing guidance skills, applying individualized teaching methods and often praising students can have a positive impact on piano pedagogy. 2. The influence of “mentoring relationship” on piano pedagogy: 　(1) A piano teacher who sets a good example of piano playing and learning can guide students to learn, build trust with students and parents, and improve mentoring relationship. It will eventually improve piano pedagogy. 　(2) Effectively communicating with students to develop relationships in class, taking　action to care for students, and sharing feelings with students in good emotional interactions motivate students to learn to play the piano and enhance their interest in piano music. 　(3) Recognizing students more often and embracing students’ flaws help to boost student confidence in developing good mentoring relationships to ensure continuity of learning to play the piano. 3. A teacher’s role varies depending on teaching beliefs, personalities and values.Each teacher develops a unique way to interact with students and parents. Building trust with students and parents is the key to good mentoring relationship for improving piano pedagogy.