Instrumental and vocal teachers in the United Kingdom: demographic characteristics, educational pathways, and beliefs about qualification requirements

Abstract

Instrumental and vocal tuition is an important part of music education but relatively little is known about musicians who participate in this profession or their views on what makes someone ‘qualified’ to do so. An online survey was completed by 496 musicians teaching instrumental or vocal pupils in the UK. Findings focus on respondents’ educational pathways and beliefs about necessary qualifications with contextual information relating to their characteristics and activities. School music qualifications, theory and performance certificates, and bachelor’s degrees were common; in contrast, few had undertaken pedagogical qualifications or training. Respondents’ beliefs about qualifications focused on the need for those who teach instrumental and vocal lessons to have certain qualifications, skills, attributes or experience, and/or engagement in performance activities. Teachers’ perspectives on vital knowledge, skills, and attributes should be considered when developing music education and supporting those who work in this field. Findings will be of interest to teachers, teacher educators, researchers, providers of pedagogical resources, and policy-makers.

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