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Teacher and student perspectives on one-to-one pedagogy: practices and possibilities

Published online by Cambridge University Press:  01 April 2014

Gemma Carey  and
Catherine Grant
Gemma Carey
Affiliation:
Queensland Conservatorium, Griffith University, PO Box 3428 South Bank, Q 4101Australiag.carey@griffith.edu.au; catherine.grant@griffith.edu.au
Catherine Grant
Affiliation:
Queensland Conservatorium, Griffith University, PO Box 3428 South Bank, Q 4101Australiag.carey@griffith.edu.au; catherine.grant@griffith.edu.au
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Abstract

This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher–student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that one-to-one is essential to students’ learning and development, findings indicate diverse perceptions, including discrepancies between intentions of teachers and their pedagogical practice, and between teacher practice and student expectations. By drawing on voices ‘from the inside’ to characterise one-to-one practice, the study contributes to evidence-based research about learning and teaching in the conservatoire environment.

Type
Research Article
Information
British Journal of Music Education , Volume 32 , Issue 1 , March 2015 , pp. 5 - 22
Copyright
Copyright © Cambridge University Press 2014 

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