Preservice Teachers’ Views on Challenges of Piano Training (Pages: 170 - 185)
 
Abstract
This study aimed to determine difficulties and problems in piano training experienced by preservice teachers in music education. A qualitative case study method was used to describe how preservice teachers affected instructors, curriculum, and physical environment and in turn, how they were affected by these same factors during piano education. The research was designed as a single-case, descriptive study because unique units of analysis were holistically approached. The working group comprised 63 preservice teachers in their senior year (fourth grade). In the research, criterion sampling, a purposeful sampling method, was designed with the condition that students had completed piano training. An easily accessible case sample was adopted because it facilitated the research’s momentum and practicability. Content analysis was used with data classified into the following six categories: (1) the physical school environment; (2) the teacher’s personal characteristics, attitudes, and professional qualifications; (3) the student’s attitude; (4) the student’s self-study process; and (5) the piano training procedure. According to study results, preservice teachers predominantly reported their views about piano training according to the self-study process (n= 48), the instructor’s professional competence (n= 44), and the piano training process (n= 38). Examination of general results showed that the reasons and results for each finding were interrelated within categories that occurred according to research results. In addition, the school’s physical conditions; the teacher’s personal qualities, attributes, and professional competence; and the procedure of the lessons directly affected interest, liking, enthusiasm, and motivation and influenced students’ attributes; in turn, these results were reflected in preservice teachers’ individual study processes.
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