Comparisons of teacher behaviors prior to student success and no-success in private piano lessons in China and in the United States

• Autores: Cynthia Benson, C. Victor Fung
• Localización: Bulletin of the Council for Research in Music Education, ISSN 0010-9894, Nº 161-162, 2004, págs. 29-38
• Idioma: inglés
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• Resumen

  • The purpose of this study was to identify teacher behaviors (verbalization and modeling) prior to each occurrence of student performance responses (success or non-success) in private piano instruction in the People's Republic of China and the United States. We used each occurrence of student success or non-success as a unit of analysis in relation to teacher behaviors in private piano instruction. We analyzed 32 video segments (16 each in China and the United States) of pre-college piano teachers. Results showed that directives was the most frequent and analogies the least frequent teacher behavior prior to student performance responses across both countries and regardless of student success or non-success in performance responses. Similarities between the countries were found in the behaviors occurring most frequently and least frequently before student response and student success while differences were observed in behaviors occurring before student non-success.