The purpose of the study described in this paper was to investigate a master string teacher’s teaching occurring in one-on-one, group and ensemble settings. This study used a tripartite structure as a framework to identify the master teacher’s subject matter knowledge, pedagogical knowledge and pedagogical content knowledge that contribute to his teaching success. This study employed the Interpretative Phenomenological Analysis (IPA) as the research methodology to explore a master string teacher who is one of the most renowned violinists and string pedagogues in Australia. The following question guided this study: What are the distinguishing features of the master teacher’s one-on-one teaching, group teaching and ensemble directing? The findings of this research indicated that a teacher’s teaching manner, instructional skill, leadership and teaching philosophy have powerful influence on students. The master teacher offers a model to assist other string teachers.
Interpretative Phenomenological Analysis, String Instrument Teaching, Tripartite Structure Framework, Subject Matter Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge
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Recommended APA Citation
Ha, J. (2017). Learning from a Master Teacher Using a Tripartite Structure Framework. The Qualitative Report, 22(11), 2974-2996. Retrieved from https://nsuworks.nova.edu/tqr/vol22/iss11/10