Piano teacher education in Finland and Germany: Targeted competencies and respective learning environments of two cases

Abstract

The investigation of targeted competencies and respective learning environments in two cases of piano teacher education aimed to identify themes for higher music education programme development. Application of the model of six instrumental/vocal music teacher roles resulted in the conceptual understanding of these roles in four permeable spheres of activity: artistic individuality; pedagogical interaction; professional reflection; and contextual communication. Findings indicate that the targeted competencies were similar in both cases, and were found congruent with the role descriptions of the model, while the provided respective learning environments presented notable differences. Through the comparison of these differences several issues emerged that propose themes for discussion in piano teacher education development. Programme developers should consider to facilitate accessibility of teacher qualification and education, to increase, enhance and broaden practical experiences for student teachers, and to promote closer cooperation and intensified exchange with working life, that is, local professionals and institutions.