Browsing by Subject "jousisoittimet"

The heart of instrumental study in music school is formed by collaboration between a professional instrumental teacher and pupil with individual qualities. Individuality of learning, a learner-centered approach and goal-oriented demands are combined in music school curriculums and other instructions. Subjects concerning the diversity and difference of learning are, however, under discussion the fields of elaboration and development in music institutes. Also in reports has taken notice in increased needs of pedagogical know-how concerning this area. The purpose of this research was to focus on learning diversity by way of expertise experiences of the instrumental teacher. In order to explore this, I asked six experienced string teachers to contemplate a pupil they considered as different or special. With narrative thematic inquiry, qualitative and phenomenological approach and content based content analysis, the aim was to examine how the teachers acted with their pupil and experienced as experts in their work actions. The result of the research displays four experience-related elements of expertise, relating to each other: the independent agency of the teacher, different teachership, knowledge and teacher's reflection on what is the best from pupil's point of view. The position of the instrument teacher as an institutional actor was significant both in pedagogical and practise decision making concerning studying in music school. Different teachers put it in practise in different ways, too. Also diverse or special learning produced different teachership as instrument teachers felt like stepping out of their professional core know-how. Instrumental teachers also based their actions and decisions largely on previous experiences and found their knowledge inadequate when meeting learning challenges. Teachers experienced contradictions between meaningful and pleasure giving approaches and teaching they could offer. According to these results, music schools should improve in practices that offer professional support for instrumental teachers. Also, they should bring more out the questions related the support of pupils with learning and other difficulties. That concerns both curriculum work and a teacher profession concerning questions. This would improve pupil equality and increase the pedagogical well-being of the instrumental teacher.