This document summarizes research on the transition from piano student to piano teacher. It discusses the challenges piano teachers face in making this transition due to a lack of formal pedagogical training. While piano students study with a master teacher, they are not formally apprenticed in how to teach. The research explores how piano teachers learn to teach on their own and the resources and experiences that help prepare them. It also examines topics piano teachers feel are missing from their pedagogical training but would be useful to know.

1. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: Challenges, Solutions, Reflections, and Suggestions for the Future Melissa M. Slawsky, Ph.D. Candidate Center for Music Education Research, University of South Florida

2. Background *B.M. piano- Florida Southern College *M.M. piano pedagogy- Univ. of S. Florida *Ph.D. music education- Univ. of S. Florida Performance  Pedagogy  Research

3. Introduction Standard teacher-training program- *Educational coursework *Observations of experienced teachers *Fieldwork experience/internships *Supervised student teaching *Mentored when entering the field Induction- 1-3 year years *sensitive and impressionable period *much research exists

4. Piano Teacher Training A very different framework- *Master-apprentice model *Years of private study *Piano Pedagogy Coursework *Limited support when transitioning to the teaching role

38. Synthesizing the Data Student Applied lessons Coursework Circumstances that led to teach Transition Emulate + ____ (developing teaching style) Challenges Resources Teacher Current challenges Resources Reflections & suggestions for the future