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Cheng, X. (2016). Perceptions of Collegiate and Early-Career Piano Teachers Regarding Master's Piano Pedagogy Degree Program. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_Cheng_fsu_0071E_13172
ABSTRACT For pianists considering teaching as a career, progress has been made in the preparation of piano teachers in American colleges and universities beginning in the early twentieth century. These developments impacted the education of the piano teacher in colleges/universities as well as the added focus of piano-related journals and publications, professional organizations, and the piano teaching profession. According to the newest edition of Directory of Music Faculties in Colleges and Universities, U.S. and Canada (2015-2016), there are 62 American institutions offering master's degrees in piano pedagogy or master's degrees with an emphasis in piano pedagogy, and 1091 faculty reported an interest in teaching piano pedagogy courses. The purpose of this study was to increase the understanding of how current and future piano teachers perceive the design and function of master's piano pedagogy degree programs in the United States. This descriptive research, bridging collegiate master's students and early-career piano teachers' perceptions, explores the perceived benefits, value, or shortcomings of graduate-level piano teacher education/pedagogy programs. The researcher principally utilized the following techniques for this study: (1) review of related literature and documents; (2) online survey questionnaire design; (3) interviews with novice piano teachers and piano pedagogy faculty members; and (4) analysis of quantitative and qualitative data. The information obtained through online surveys and real-time interviews comprise the foundation for the findings of this study. Most of the collegiate and early-career piano teachers in this study indicated positive attitudes toward the "hands-on" internship experience and learning experience with piano pedagogy instructors. The most valuable aspects of the master's piano pedagogy programs noted by participants were faculty members directly sharing their professional knowledge and years of experience to students in class.
Curriculum, Master's degree, Piano pedagogy, Piano teacher, Student perceptions, Teacher preparation
Date of Defense
April 13, 2016.
Submitted Note
A Dissertation submitted to the College of Music in partial fulfillment of the Doctor of Philosophy.
Bibliography Note
Includes bibliographical references.
Advisory Committee
William Fredrickson, Professor Directing Dissertation; Joe Kraus, University Representative; Alice-Ann Darrow, Committee Member; Kimberly VanWeelden, Committee Member.
Publisher
Florida State University
Identifier
FSU_2016SP_Cheng_fsu_0071E_13172
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Cheng, X. (2016). Perceptions of Collegiate and Early-Career Piano Teachers Regarding Master's Piano Pedagogy Degree Program. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_Cheng_fsu_0071E_13172
