Abstract:

Performer-teachers are defined here as performers for whom instrumental teaching is integral to their professional identity. This study explores the careers of performer-teachers who are alumni of a UK conservatoire. Performer-teachers emerge as focused 'career performers' who fall among those experts known as 'accomplished novices', rather than 'answer-filled experts.' Their enthusiasm for learning broadly reflects their belief that teaching informs their performing, and helps to explain why teaching is integral to their professional identity. Students who aspire to become professors could model themselves on their teachers: by ensuring that their repertoire remains broad and by drawing lessons about performing from activities including teaching.

Document Type: Research article

DOI: 10.1080/1461380042000281712